25th Annual Symposium Discussion Series Back to: | Table of Contents for this issue | GE Home Page | JPS Home Page |

A Piagetian Investigation of Spatial-Geometrical Understanding in Students with Learning Disabilities
BETSY GROBECKER, University of Southern Indiana
RICHARD DELISI, Rutgers University

Atypical ontogony: A developmental theory for emergence of learning and neuropsychiatric disorders in children
BRYNA SIEGEL, UC San Francisco

Conceptualization of mathematical operations in children with learning disabilities
BETSY GROBECKER, University of Southern Indiana

Time of onset of frontal feedback in the human brain in relation to Piaget's stages of cognitive development
RAYMOND NOACK

Event Related Brain Potentials and Piagetian Transition
J.E.A. STAUDER, Ste-Justine Hospital, University of Montreal
M.W. VAN DER MOLEN, Faculty of Psychology, University of Amsterdam

Do Rhesus Monkey Mothers Encourage Their Infants' Independent Locomotion?
DARIO MAESTRIPIERI. Department of Psychology and Yerkes Regional Primate Research Center

Place value in children's arithmetic: the role of key concepts in restructuring
BARBARA WAXMAN, University of Washington

Beliefs and skills for solving mathematical problems
PAOLA POLI, ROSETTA ZAN, GABRIELE MASI, MARA MARCHESCHI, University of Pisa

Developing a Semantics of Measurement: Establishing Links Between Continuous Quantities and their Measurements
ELANA JORAM, KAVERI SUBRAHMANYAM & ROCHEL GELMAN, University of California, Los Angeles

Cross-Cultural Differences in the Development of Syllogistic Reasoning: A Comparison Between Icelandic and Chinese Children and Adolescents
EBERHARD SCHRÖDER, University of Potsdam
THOMAS TEO, WOLFGANG EDELSTEIN, Max Planck Institute for Human Development and Education, Berlin
FU-XI FANG, Chinese Academy of Sciences, Beijing

The Effects of Pragmatic Reasoning Training on Conditional Reasoning in Children and Adults
GREGORY ROBISON & ELLIN KOFSKY SCHOLNICK, Department of Psychology, University of Maryland College Park

Gender Differences in Cognitive Development
THOMAS TEO, Max Planck Institute for Human Development and Education, Berlin
EBERHARD SCHRÖDER, University of Potsdam
WOLFGANG EDELSTEIN, Max Planck Institute for Human Development and Education, Berlin

Peer-Based Cognitive Conflict as a Facilitator of Cognitive Growths: A Matter of Gravity
ERIC MANSFIELD & STEVEN PULOS, University of Northern Colorado

Children's Understanding of Photography: Effects of Spatial Concepts and Technical Instruction
JENNIFER EISENBERG and LYNN S. LIBEN, Penn State University

Young Children's Understanding of Uncertainty
NADIA PION & HENRY MARKOVITS, Université du Québec à Montréal

From Piaget to Pedagogy: The Transformation of the Constructivist Teaching Movement Since 1973
YEH HSUEH, Harvard Graduate School of Education

Effects and possible mechanisms of the cognitive acceleration through science education program
PHILIP S. ADEY, King's College, London

New integrations in developmental theory
MICHEL FERRARI, TAMARA GORDEEVA, ELENA L. GRIGORENKO, Yale University

Piaget's epistemological subject - Inhelder's psychological subjects: Detailed evidence from the adolescence research
TREVOR BOND, James Cook University of North Queensland

Children's knowledge of causality: an aspect of object word meaning
ELAINE K. ALTMAN, New York University

Narrative Pathways to Children's Literacy Development
ELAINE REESE, University of Otago, Dunedin, New Zealand

Representational Competence of Text in University Students
URI SHAFRIR, Department of Applied Psychology, OISE
IRVING SIGEL, Educational Testing Service, Princeton, NJ
LYNDA KINGSLEY, Department of Applied Psychology, OISE

Children's Text Revision
CATHERINE ANN CAMERON and BARBARA WIGMORE, University of New Brunswick

Cohesive Procedures, Textual Awareness and Communicative Context in Children's Narratives
GUILIANA PINTO, University of Florence

The Development of Narrative Knowledge: Increases in Structural Complexity and Social Understanding During Late Childhood and Adolescence
RANDY GENEREUX, Mount Royal College

Coding Strategies are More Important than Age for Memory of Objects and Places in Topological Space
CHRISTIANE LANGE-KUETTNER, University of Aberdeen
ANGELA FRIEDERICI, Max Planck Institute for cognitive Neuroscience, Leipzig

Developmental Trends and Factors Affecting Recognition of Fragmented Objects
CHRISTOPHER KOCH, LISA ABBEY, SHANA SCHMIDT, JODY KOHLMEYER & JOETTA GOBELL, George Fox College

Chinese and American Children: A Comparison of Performance on Draw-A-Person and Piagetian Draw-A-House -Tree and Cognitive Tasks
CHUNMING FAN, Arizona State University
RUTH E. TOMES, Oklahoma State University

The Development from Segmentation to Contouring in Children's Human Figure Drawings
HANS M. TRAUTNER, University of MŸnster

Drawing the Human Profile: The Development of children's Representational Strategies
ANNA SILVIA BOMBI & GIULIANA PINTO, Universities of Roma "La Sapienza" and Firenze, Italy

Floating: Representational Models
M. MORENO MARIMON, Bercelona Univerversity
G. SASTRE, M. BOVET, A. LEAL, University of Geneva

Clinical Interviews as Narrative Data Analysis as Story
SWAPNA MUKHOPADHYAY & BARBARA WAXMAN, University of Washington

The Interpretation of Dreams in Psychoanalytical Theory and Cognitive Constructivism
BARBARA FREITAG-ROUANET, Free University of Berlin

Person-Object Differentiation in the First Two Months of Life
LOUISE COSSETTE, éLENE LÉVEILLÉ, MARTINE GAUDREAU & ISABELLE BLANCHETTE, Université du Québec à Montréal
CLAUDIE DUHAMEL, Université de Montréal
MARIE-EVE RABBATH, Université Laval

Maternal Verbalizations in Joint Object Play and Infant' Early Vocabulary
JOANNA BLAKE, ELIZABETH STEVENS AND GRACE BORZELLINO, York University

Cognitive Development in Prenatally Cocaine Exposed Human Infants: A Comparison to Human and Nonhuman Primate Normative Trends
VALERIE AHL, University of Wisconsin

Understanding Self: Visual and Auditory Self-recognition in five-month-old infants
MARIA LEGERSTEE, York University

Stalactites and Stalagmites: Support Relations Influence Young Infants' Perception of Object Unity
LINCOLN G. CRATON, Trinity University

Infants' Encoding of the Goal of an Action
AMANDA L. WOODWARD, University of Chicago

Preschoolers' Social Pretend Play: A Metacommunicative Analysis
CÁTIA OLIVIER MELLO, TÂNIA MARA SPERB, CLÁUDIA GOULART, Federal State University of Rio Grande do Sul

Developing Conceptions of Mind: False Belief Understanding Versus an Interpretive Theory of Mind
JEREMY CARPENDALE, MICHAEL CHANDLER, University of British Columbia

Relations Between Social Interaction in Pretense Play and "Theory of Mind" Ability in Preschoolers
ANNE WATSON O'REILLY, West Virginia University

Children's Understanding that Pretense Involves the Mind
ANGELINE LILLARD, Stanford University

Children's Conceptions of Lies
ANNA SILVIA BOMBI, ELEONORA RASO & CARMINE VENTRESCA, University of Roma "La Sapienza"

The Beginnings of Tolerance: Preschoolers' Judgments About Moral Practices Different From Their Own
CECILIA WAINRYB & SHERRIE FORD, University of Utah

Factors Predicting Risk-taking in Children
JAMES P. BYRNES & DAVID C. MILLER, University of Maryland

Testing a Model of Character Formation
ABRAHAM J. MALERSTEIN & MARY M. AHERN, University of California, San Francisco
STEVEN PULOS, University of Northern Colorado, Greeley
JOSEPHINE ARASTEH, California School of Professional Psychology, Berkeley, Alameda

Reciprocity in Santa's Gift Economy
GRETA ELEEN PENNELL, Rutgers University

Self-Concept Development as Assessed by the Twenty Statements Test
FRED L. DAMARIN & TEDDI S. DEKA, The Ohio State University

The Effect of schooling and Parental Practices on the Development of Metacognitive Knowledge of Primary-school Children
THERESE BOUFFARD, LISE-MARIE AUCOIN & NICOLE GAGNÉ, Université du Québec à Montréal

The Interaction Between Self-efficacity and Goal Orientation on Performance and Self-regulation in a Cognitive Task
CAROLE VEZEAU & THERESE BOUFFARD, Université du Québec à Montréal

Perceived Self-Efficacy and "prise de conscience" in Self-Regulation of Motor Learning
MICHEL FERRARI, Yale University
THÉRÉSE BOUFFARD, Université du Québec à Montréal

TV Viewers Interaction with a Journalistic TV Discourse: A Piagetian Approach to Mass Communications
MILTON N. CAMPOS

Educator's Conceptions of the Children Management of Interindividual Distances: Discourse Analysis
MARTINE QUESNEL, ALAIN LATOUR, CATHERINE GARNIER, Université du Québec à Montréal

The Energetic Parameter: Emotional Aspects of the Development of Expertise
DAVID HENRY FELDMAN & HEPING HAO, Tufts University

Associations Between Mother and Infant Characteristics during Joint Object-Related Play and Infant Solitary Play
NINA ARSHAVSKY, University of Wisconsin-Madison

The Gray Areas of Primate Play: Missing Categories of Behavior
PHYLLIS DOLHINOW, UC Berkeley

Sibling Interactions of Young Human and Non-Human Primates: Implications From a Comparative Perspective
MAGDALENA JANUS, ADINA BIRENBAUM, Hospital for Sick Children, Toronto
CHRISTOPHER JANUS, University of Toronto

Gone Fishin': Developmental Changes in Attention and their Relation to the Development of Insect Fishing Technology in Young Chmpanzees in the Wild
EMILY YUT, PATRICIA GREENFIELD, UC Los Angeles
CHRISTOPHER BOEHM, University of Southern California

The Effect of Group Composition on Girls' Same-Sex and Cross-Sex Play
REJEANNE DEL BIANCO, MARIA PHILIPPOUSIS, SHARI AIKINS, JOYCE BENENSON, McGill University

The Effect of Group Composition on Girls' Expression of Firmly taking Opposing Stand
MARIA PHILIPPOUSIS, REJEANNE DEL BIANCO, JOYCE BENENSON, McGill University

Play as an Integrating Activity in the Development of Intelligence, Personality, Competencies and Social Consciousness
KEITH R. ALWARD

The Internalization of Geometric Principles Through Evolution
DAVID J. BRYANT, MARGARET LANCA, Northeastern University

The Natural History Origin of Human Intelligence: Reason to Doubt the Social Cognition Model?
SUSAN CACHEL, Rutgers University

My Dog is a Good Friend, But He Tells Me No Stories: A Species Unique, Species Optimal Theory
GWEN BREDENDEICK FISCHER, Hiram College

The Relation of Imaginative Thinking and Emotional Characteristics to Witkin's Style in Humanistics, Scientists and Formalists
HENRYK RASKIEWICZ, Warsaw University, Bialystok

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