Cognitive Developmental Change: Theories, Models and Measurement

doi:10.1017/CBO9780511489938

Cognitive Developmental Change makes a fascinating contribution to the fields of developmental, cognitive and educational science by bringing together a uniquely diverse range of perspectives for analysing the dynamics of change. Connecting traditional Piagetian, information processing, and psychometric approaches with newer frameworks for the analysis of developmental change it provides the reader with an account of the latest theory and research at the time of publication. The contributors to the volume, all internationally respected experts, were asked when writing to consider three main aspects of cognitive change. Its object (what changes in the mind during development), its nature (how does change occur?) and its causes (why does change occur? Or, what are the internal and external factors responsible for cognitive change?). As a result chapters cover key theories of cognitive change, the factors that affect change including neurological, emotional and socio-cultural factors and methods for measuring and modelling change.

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Contents

Frontmatter
pp i-viii
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Contents
pp ix-x
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List of contributors
pp xi-xii
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Preface and acknowledgements
pp xiii-xiv
- By Andreas Demetriou, Professor of Psychology and Dean of the School of Social Sciences and Sciences of Education, University of Cyprus, Athanassios Raftopoulos, Associate Professor of Epistemology and Cognitive Science in the Department of Psychology, University of Cyprus
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Introduction: the what, how and why of developmental change: the emergence of a new paradigm
pp 1-20
- By Andreas Demetriou, Professor of Psychology and Dean of the School of Social Sciences and Sciences of Education, University of Cyprus, Athanassios Raftopoulos, Associate Professor of Epistemology and Cognitive Science in the Department of Psychology, University of Cyprus
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1 - Mind, intelligence and development: a cognitive, differential and developmental theory of intelligence
pp 21-73
- By Andreas Demetriou, Professor of Psychology and Dean of the School of Social Sciences and Sciences of Education, University of Cyprus
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2 - Types of cognitive change: a dynamical, connectionist account
pp 74-117
- By Athanassios Raftopoulos, Associate Professor of Epistemology and Cognitive Science in the Department of Psychology, University of Cyprus, Constantinos P. Constantinou, Department of Education, University of Cyprus, Cyprus
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3 - Developmental patterns in proportional reasoning
pp 118-156
- By Han Van Der Maas, Department of Psychology, University of Amsterdam, The Netherlands, Brenda Jansen, Department of Psychology, University of Amsterdam, The Netherlands, Maartje Raijmakers, Department of Psychology, University of Amsterdam
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4 - Building general knowledge and skill: cognition and microdevelopment in science learning
pp 157-185
- By Marc Schwartz, Graduate School of Education, Harvard University, USA, Kurt W. Fischer, Graduate School of Education, Harvard University, USA
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5 - Cognitive change as strategy change
pp 186-216
- By Joke Torbeyns, Catholic University of Leuven, Center for Instructional Psychology and Technology, Belgium, Laurence Arnaud, LPC-CNRS and Université de Provence, France, Patrick Lemaire, LPC-CNRS and Université de Provence, France, Lieven Verschaffel, Catholic University of Leuven, Center for Instructional Psychology and Technology, Leuven
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6 - The emergence of mind in the emotional brain
pp 217-240
- By Marc D. Lewis, Ontario Institute for Studies in Education, University of Toronto, Canada
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7 - Practices of quantification from a socio-cultural perspective
pp 241-263
- By Geoffrey B. Saxe, Department of Psychology, University of California, Berkeley, USA
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8 - Contributions of central conceptual structure theory to education
pp 264-295
- By Sharon Griffin, Department of Education, Clark University, USA
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9 - Accelerating the development of general cognitive processing
pp 296-317
- By Philip Adey, King's College London, UK
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10 - Dealing with change: manifestations, measurements and methods
pp 318-353
- By Elena L. Grigorenko, Department of Psychology, PACE Center, Yale University, USA, Paul A. O'Keefe, Department of Psychology, PACE Center, Yale University, USA
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11 - Dynamic modelling of cognitive development: time, situatedness and variability
pp 354-378
- By Paul Van Geert, Department of Psychology, University of Groningen, The Netherlands
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12 - Modelling individual differences in change through latent variable growth and mixture growth modelling: basic principles and empirical examples
pp 379-402
- By Jan-eric Gustafsson, Department of Education, Göteborg University, Sweden
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Index
pp 403-410
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Cognitive Developmental Change

Theories, Models and Measurement

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Contents

Frontmatter
pp i-viii

Contents
pp ix-x

List of contributors
pp xi-xii

Preface and acknowledgements
pp xiii-xiv

Introduction: the what, how and why of developmental change: the emergence of a new paradigm
pp 1-20

1 - Mind, intelligence and development: a cognitive, differential and developmental theory of intelligence
pp 21-73

2 - Types of cognitive change: a dynamical, connectionist account
pp 74-117

3 - Developmental patterns in proportional reasoning
pp 118-156

4 - Building general knowledge and skill: cognition and microdevelopment in science learning
pp 157-185

5 - Cognitive change as strategy change
pp 186-216

6 - The emergence of mind in the emotional brain
pp 217-240

7 - Practices of quantification from a socio-cultural perspective
pp 241-263

8 - Contributions of central conceptual structure theory to education
pp 264-295

9 - Accelerating the development of general cognitive processing
pp 296-317

10 - Dealing with change: manifestations, measurements and methods
pp 318-353

11 - Dynamic modelling of cognitive development: time, situatedness and variability
pp 354-378

12 - Modelling individual differences in change through latent variable growth and mixture growth modelling: basic principles and empirical examples
pp 379-402

Index
pp 403-410

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Theories, Models and Measurement

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