"Here is an overall, unified approach to Piaget's psychological theory of intelligence that includes his most recent research and concepts. No other book covers the main sources from which Piaget's work stems or offers such complete understanding. The concise summation provides a general introduction at a time when the growing popularity of Piaget's theories is not always proportionate with the understanding of some of his chief theoretical notions. His theory of biological intelligence, for example, is not referred to in other books in English dealing with theoretical aspects of learning or intelligence. This book examines and interprets all of Piaget and includes reading material, mostly from Piaget's writings, available in English for the first time. Diagrams of basic concepts are used by way of illustrations. Besides introductory and summary sections, the text focuses on the five major themes of operative, symbolic, and figurative knowing, biology, and equilibration. It is a challenging book which both informs and opens up new vistas. It encourages the reader to fit familiar notions about Piaget into an overall understanding of Piaget's system. A leading interpreter whose qualifications include a year at Piaget's International Center of Genetic Epistemology in Geneva, Dr. Furth explains Piaget's key concepts and theoretical notions of psychological intelligence. His analysis interprets Piaget's theory of intelligence and clarifies how superior levels of intelligence and scientific thinking evolve from elementary forms of behavior."-Publisher.

Cognitive Development and Epistemology is a collection of papers delivered at a conference attended by psychologists and philosophers to explore broad issues relating to the conceptual framework needed for the explanation of human actions. The meeting is held at the State University of New York at Binghamton in September 1969. The compendium is divided into three sections. Part I deals with the relevance which the genetic study of concept development may have for the analysis of concepts. This sets the framework for subsequent discussion. The second part examines some of the specific issues in intellectual, moral, and emotional development with which a theory of cognitive development must deal. The last part seeks to assess the adequacy and relevance of this genetic developmental approach for an understanding of adult cognitive behavior. Philosophers and psychologists in the field of cognitive development and epistemology will find the text insightful.

The Development of Social Cognition presents a lively, up-to-date examination of both the classical issues and contemporary understanding of theory and research in social cognitive development. The initial chapters highlight one of the central, theoretical tensions in the field, which is whether the development of understanding people is fundamentally different from understanding things. Subsequent chapters are devoted to development across specific areas of social cognition from infancy through to adolescence. The text ends with a comprehensive examination of the development of moral aspects of social cognition.

First published in 1996. Routledge is an imprint of Taylor & Francis, an informa company.

IRVING E. SIGEL This volume of essays is a broad-gauged effort directed at reflections on the applicability of Piagetian theory to education. Identification and de termination of the relevance of Piagetian theory to education is of course not new. The bibliographies in this volume do attest to that assertion. Then why the persistent interest and why still another volume? Rather than deal with the relevance of each article to these issues, let us deal with the basic question of why such continued interest in application of Piagetian theory to education, and further raise the problem of the feasi bility of such a task. Three questions come immediately to mind: Why the interest in applicability? What are some of the problems that arise in application? Is Piagetian theory applicable to education? Why the continued interest in application of Piagetian theory in education? The answer to this question resides in the sociological and educational issues that arose twenty years ago and still persist in American education-namely, the need to upgrade the quality of education by providing a coherent conceptual system with a developmental em phasis. People gravitated to Pia get because it was the only major system sufficiently comprehensive, as well as substantive. While learning theories abound, they do not tie together general cognitive development with specific relevant content areas, e. g. , development of such knowl edge domains as number, time, space, geometry, etc. Thus, Piaget offers a development framework within which content areas are embedded.

First published in 1983. This volume is drawn from the Tenth Annual Symposium of the Jean Piaget Society. The theme of that Symposium, selected by the Board of Directors of the Society, was Piaget and the Foundations of Knowledge. The goal of the Symposium was to provide a critical discussion of Piaget's views on the origins of knowledge, and to identify alternatives to those views.