Au croisement de la psychologie de l'enfant et de la psychologie cognitive, cet ouvrage réunit des contributions originales qui illustrent l'intégration des approches actuelles du développement et du fonctionnement cognitifs. Dans le cadre d'une mise en perspective historique et épistémologique (Gaby Netchine-Grynberg), de multiples aspects de la cognition, chez le bébé, l'enfant et l'adulte, sont abordés : la perception, le mouvement et l'action (Yvette Hatwell), la connaissance de soi (Pierre Mounoud), l'attention (Daniel Mellier), la résolution de problèmes et la généralisation (Evelyne Cauzinille-Marmèche), les capacités numériques (Jacqueline Bideaud), la communication sociale (Janine Beaudichon) et les théories de l'esprit (Anne-Marie Melot). Des approches générales sont proposées en termes d'analyse pluraliste du développement cognitif (Jacques Lautrey), de compétition, de sélection et d'inhibition (Olivier Houdé). L'ouvrage est un outil d'information et de réflexion destiné aux étudiants de 2e et 3e cycles, ainsi qu'aux enseignants et aux chercheurs de psychologie et disciplines connexes des sciences cognitives. Il s'adresse aussi à tous les acteurs de l'éducation de l'enfant.

Cette édition numérique a été réalisée à partir d'un support physique, parfois ancien, conservé au sein du dépôt légal de la Bibliothèque nationale de France, conformément à la loi n° 2012-287 du 1er mars 2012 relative à l'exploitation des Livres indisponibles du XXe siècle. Pages de début Introduction Les systèmes perceptifs spatiaux vicariants Organisation perceptive, invariances, vicariances et différences Approches différentielles de l'imagerie mentale La mémoire : variabilités inter-et intra-individuelles Les différences individuelles dans les compétences cognitives du nourrisson Esquisse d'un modèle pluraliste du développement cognitif L'acquisition différentielle du langage La variété des formes etdes composantes de l'intelligence Génétique et apprentissage Page de fin.

This book sets forth a new model of development from a causal perspective. As this is an area vital to several disciplines. It has been written at multiple levels and for multiple audiences. It is based on the work of Piaget and Neo-Piagetians, but also covers other major models in development. It has elements that make it attractive as a teaching text, but it is especially research-focused. It has clinical applications. It presents many new ideas and models consistent with the existing literature, which is reviewed extensively. Students, researchers, and practitioners should find it useful. The models presented in the present work build on models introduced in prior publications (e.g., Young, 1990a, 1990b; 1997).

Egocentric spatial language uses coordinates in relation to our body to talk about small-scale space ('put the knife on the right of the plate and the fork on the left'), while geocentric spatial language uses geographic coordinates ('put the knife to the east, and the fork to the west'). How do children learn to use geocentric language? And why do geocentric spatial references sound strange in English when they are standard practice in other languages? This book studies child development in Bali, India, Nepal, and Switzerland and explores how children learn to use a geocentric frame both when speaking and performing non-verbal cognitive tasks (such as remembering locations and directions). The authors examine how these skills develop with age, look at the socio-cultural contexts in which the learning takes place, and explore the ecological, cultural, social, and linguistic conditions that favor the use of a geocentric frame of reference.

The chapters in this volume are the edited versions of invited addresses to the XXVI International Congress of Psychology held in Montréal in August 1996. As one major goal of the Congress was to promote communication among specializations in scientific psychology, the speakers were asked to survey their research area and present their own work in a way that would be accessible to their colleagues in other areas. Another purpose of the meeting was to bring researchers together from different parts of the world, reflecting their different approaches to the scientific study of mind, brain, and behavior. Consequently, the eminent researchers who have written the twenty-six chapters included in the present volume were drawn from universities and research institutes in North America, Europe, Japan, Russia, Israel, and New Zealand. The chapters cover a range of topics in human and animal experimental psychology. The first section deals with psychobiological processes - the interplay of body and mind in determining intelligence, stress, and pain. The next five chapters address current issues in neuropsychology and neuroscience, including the neural correlates of attention and vision. A third section looks at learning processes in humans and animals, and a fourth deals with a range of topics in perception and cognition. The final five chapters take a developmental perspective, presenting theoretical and empirical analyses of the acquisition of perceptual and cognitive abilities. Overall, the collection illustrates the growing trend to break down traditional barriers between areas of experimental psychology; there are many instances of profitable interactions between researchers studying aspects of behavior and those studying the biological bases of these behaviors. The twenty-six chapters give an excellent overview of current research in scientific psychology.