| Program | Thursday, June 19,1997 |
| 7:30 - 4:00 | Registration (Penthouse Foyer, 10th Floor) |
| 10:00 - 4:00 | Book Exhibit (Penthouse Foyer, 10th Floor) |
| 9:00 - 9:15 | Opening Remarks (Penthouse Ballroom, 10th Floor) Michael Chandler, President, Jean Piaget Society |
| 9:15 - 10:30 |
Plenary Session 1 (Penthouse Ballroom, 10th floor)
Andrea A. diSessa, University of California, Berkeley
Does the mind know the difference between the physical and social worlds? Studies of individual cognition are often contrasted with ones that focus on the manifest facts that humans are social creatures and that their cognition develops in -- and in some measure is oriented toward -- social phenomena. Indeed, it often seems one is obliged to choose between theories of development that focus on individual experience and ones that take the social world as primary. In this talk, I review a theory of the origins and quality of personal knowledge about the physical world and seek to define the points of contact, and points of disconnect, with sociocultural knowledge and action. Among the claims I will make are: (1) that the same mechanisms that are hypothesized to work for personal physical experience work perfectly well in the social regime; (2) that we have every reason to believe that there is, at the same time, a substantial cross-cultural commonality to physical knowledge, and also some necessary degree of cultural relativity; (3) that, in looking at children's development of physical knowledge, the distinction between the social world and the physical world is at least hard won and imperfectly accomplished, and, indeed, that cross-flow between these regimes is important to development in both. |
| 10:30 - 11:00 | Refreshments (Club Lounge, Mezzanine Level) |
| 11:00 - 12:00 |
Tribute for Barbel Inhelder (Penthouse Ballroom, 10th Floor) Organizer: Terrance Brown, Chicago The presenters are persons who knew and worked with Professor Inhelder in different capacities over many years. They will relate their personal impressions of this remarkable woman's work and personality as they experienced it both from within and without the Genevan school.
Participants: Terrance Brown, Emilia Ferreiro, Jacques Voneche, and Rolando Garcia |
| 12:00 - 1:00 |
Lunch* (Chattery Lounge and poolside, lobby level) *Included as part of the registration fee |
| 1:00 - 2:50 |
Invited Symposium 1: Culture and the Development of Mathematical Thinking (Santa Monica Room, 10th Floor)
Chair: James W. Stigler, UCLA This symposium will explore how various concepts of culture might inform our understanding of how children learn to think mathematically. Concepts of culture to be explored include culture as widely shared beliefs and practices at the societal level (e.g., comparison of Japanese vs. American educational systems); culture as tools and representations that are transmitted cross-generationally (e.g., number naming systems); culture as shared understandings within a classroom (e.g., the culture of the classroom); and culture as shared expectations for discourse and communication (e.g., discourse in the classroom). Cultures in the Classroom: Mathematics Instruction in Germany, Japan, and the United States. James W. Stigler, UCLA The Palimpsest Model of Mathematical Development. Kevin Miller, University of Illinois Champaign/Urbana Classroom Culture: Accounting for Students' Mathematical Learning in Social Context. Paul Cobb, Vanderbilt University Discourse in Japanese and American Mathematics Classrooms. Takako Kawanaka, UCLA Discussant: Yukari Okamoto, UC Santa Barbara |
| 1:00 - 2:30 |
Symposium 1: Resonant Epistemological Perspectives: Piaget, Dewey, Vygotsky, and Bateson (Penthouse Suite, 10th Floor)
Organizer: Sherrie Reynolds, Texas Christian University There have been few attempts to integrate the work of great theorists of recent times. Often their work has been treated as unrelated or oppositional. In this symposium we propose that these theorists are describing different aspects of the same process. Bateson and Piaget argued that the cognitive unconscious is different from the conscious in structure, form, and function. The characteristics of the unconscious and its relationship to conscious thought will be examined from the perspectives of both theorists. Dewey and Piaget viewed cognition as an open system contingent on continuous interaction with the external environment. The role of disturbance and de-stabilization of prior knowledge will be examined from both perspectives in terms of the self-organizing nature of knowledge. Piaget and Vygotsky's theories will be treated as different in important ways, but also complementary in ways that may help to resolve important problems in developmental psychology. The Cognitive Unconscious: Jean Piaget and Gregory Bateson. Sherry Reynolds, Texas Christian University; Terrance Brown, Chicago
Piaget and Dewey from the Perspective of Prigogine. Kathleen Martin, Texas Christian University; Jeannette McCarthy Gallagher, Lehigh University; Douglas Simpson, Texas Christian University An Integration of Piaget's Thought-Action Unity with Vygotsky's Person-Context Unity. Tom Bidell, Boston College Discussant: Anastasia Tryphon, Archives Jean Piaget |
| 1:00 - 2:30 |
Symposium 2: Moral Development and Culture: The role of moral values, social construals, and social structure (Marina Room, 10th Floor).
Organizer: Herbert D. Saltzstein The four presentations illustrate the interplay between general cultural-moral values, particular social construals, and local social structures. Wainryb focuses on diversity within and between Middle-Eastern and Western cultures. Neff discusses how rights and duties are integrated in spousal relations in Mysore India. Saltzstein et al. report the ways in which moral choices made by children are influenced during interviews in the U.S. and in Brazil. Shaw and Wainryb report on how young American adults weigh different features of the cultural context in making moral decisions about social practices in other cultures. Discussants Miller and Smetana critique these contributions from a cultural value and social construal perspective. The study of cultural diversity in socio-moral development. Cecilia Wainryb, University of Utah Cultural dispositions versus cultural situations: Reasoning about rights and duties in the context of Indian Family life. Kristin Neff, University of California, Berkeley Social influence during interviews on moral dilemmas in NYC and Northeast Brazil. Herbert D. Saltzstein, Zena Eisenberg, & Mari Palokangas-Millery, CUNY/Graduate School; Maria Dias, Federal University of Pernambuco, Recife, Brazil; David P. O'Brien, Baruch College and CUNY/Graduate School The construal of cultural context: Universality and relativism. Leigh Shaw & Cecilia Wainryb, University of Utah Discussants: Joan Miller, Yale University, and Judi Smetana, University of Rochester |
| 1:00 - 2:30 | Paper Session 1: Reasoning (Concorde Room, 9th Floor)
Chair: Peter Pufall, Smith College Argumentive Reasoning. Tracie Barnes, University of Northern Colorado This qualitative study explored the relationship between argument attitude, training, and practice and an individual's ability to argue a position on a complex social issue. The participants were American and Irish students or professionals in academia. The participants were first given a survey designed to assess an individual's attitude towards argument. The survey results indicated that the Irish participants possessed a more positive attitude towards argument than their American counterparts. After the survey, the participants were presented with two issues to verbally argue. The first issue was to explain the cause of unemployment and the second issue was chosen by the participant. The participants were given a series of prompts to produce counter-argument. They were evaluated on whether or not counter-argument was produced. Analysis of responses revealed that the Irish counter-argued in 14 out of 16 interviews and the Americans counter-argued in 4 out of 16 interviews. The data suggested that the Irish argued more effectively as a result of their more positive attitude and consistent practice in the medium. The co-construction of counterfactual reasoning in Japanese Conversation. Noriko Akatsuka, University of California, Los Angeles This paper will systematically argue against the traditional truth value approach to conditionality as well as against Fauconnier's mental spaces approach to the problem, and will claim that instead, what is relevant and crucial in the understanding of conditional reasoning in general and counter-factuals, specifically, is the speaker's stance with respect to the desirability of the realization of q' (cf. Akatsuka, forthcoming, a and b, 1991; Clancy, Akatsuka, Strauss, in press; Akatsuka and Sohn, 1994; Mays, 1994). The study examines counterfactual reasoning as it occurs in spontaneous face-to-face conversation using video-taped dialogues between native speakers of Japanese. I will demonstrate that not only are speakers clearly and unequivocally expressing their evaluations with respect to the desirability/undesirability toward the realization of q,' they are also quite frequently co-constructing the two components of p and q. The Development of Inductive Consistency and Flexibility: Sorting and Labeling by Shape and Function. Shanna D. Ray & Gedeon O. Deak, Vanderbilt University; Anne D. Pick, University of Minnesota The purpose of this study was to determine the factors that affect children's shape- and function-based categorization decisions. Children sorted 8 trios of objects, which consisted of a hybrid object, a shape match, and a function match. Three-, four- and five-year-olds were assigned to one of six conditions -- baseline condition, function re-demonstration, function training, shape training, switch (with support), and switch (without support). The results showed that children were able to consistently use a sorting criteria. In the baseline condition, children sorted consistently by shape; however, when the function of the hybrid object is re-demonstrated during the sorting decision, this bias is eliminated. Across baseline and training conditions, children tended to label objects according to function. By the age of 4, children can sort objects either by shape or function when trained to do so, and can switch between training criteria when given pragmatic support. These results indicate that young children are capable of categorizing consistently and flexibly, and are sensitive to task and stimulus variables. Conservation Effect on Gestural Detection in Children and Adults. Tim Schwaba, Kathryn A. Lynch, Rose Feteau, & Cindy Reinwald, Northeastern Illinois University; Spencer D. Kelly, The University of Chicago; R. Breckenridge Church, Northeastern Illinois University To control for the effect of a verbally biased method to determine gestural detection, this study used a non-verbal method. 18 7-8 year olds, 11 9-10 year olds, and 35 adults were asked to watch a videotape of children explaining solutions to conservation tasks. To eliminate a verbal bias, this study asked subjects to match a gestural stimulus with a videotaped model of the stimulus. Participants were also assessed for conservation status. Contrary to other studies which find that children are less able to detect gesture, we found that children and adults were equally and significantly likely to detect information conveyed in gesture. In addition, conservation status did not have an effect on gestural detection. Discussant: Robert Ricco, California State University, San Bernardino |
| 2:00 - 3:30 | Poster Session 1 Preview (Bayview Court and Lobby, Mezzanine) |
| 3:00 - 4:50 | Invited Symposium 2: Are Sociocultural and Constructivist Agendas Compatible? (Santa Monica Room, 10th Floor)
Chair: Deanna Kuhn This symposium departs from the typical paper presentation format to focus on a specific question: Can sociocultural and constructivist approaches enrich one another, or are their agendas so different as to be irrelevant to, or even incompatible with, one another? At one extreme, the agendas are seen as congruent and differences regarded as no more than ones of perspective. At the other extreme, one might argue that despite their increased interest in cultural factors, constructivists do not share the socioculturalist's understanding of culture as process; or, equally likely, it might be argued that the socioculturalist research agenda diverts attention from the developmental questions central to constructivists. Constructivists have long been concerned with characterizing the nature of developing competencies, with the individual as the unit of analysis. Socioculturalists have turned their attention to questions of process, with socially-embedded activities as a unit of analysis. Which particular skills or competencies are involved is of lesser consequence to the socioculturalist, since the hope is that all of them will illuminate similar kinds of social processes of appropriation of knowledge among participants. In her opening presentation, Kuhn raises the question of whether a choice needs to be made between these two agendas and goes on to propose that socioculturalists have the potential of enhancing their explanatory power by incorporating some of the core concerns of constructivists into their agenda. Representing different perspectives from within the sociocultural tradition, Cole, Hatano, and Glick respond to Kuhn's challenge, as well as offer their own conceptions of connections between the two approaches. As discussant, Saxe offers his own synthesis of the issues. Participants: Deanna Kuhn, Columbia University Teachers College; Michael Cole, University of California, San Diego; Giyoo Hatano, Keio University; Joe Glick, City University of New York Discussant: Geoffrey Saxe, University of California, Los Angeles |
| 3:00 - 4:30 | Symposium 3: Reconsidering Planning: Multiple psychological and contextual perspectives (Marina Room, 10th floor)
Organizer: Sarah L. Friedman, NICHD Planning is defined as formulating in advance an organized method for action. As such, planning skill is central to all human behavior. But much of the research on planning has focused on the cognitive processes that enable mature individuals to plan. This symposium is an exploration of the developmental course of planning which attempts to situate cognitive aspects of planning in the context of other psychological processes and in the context of the social and cultural environment. Historically, planning was originally construed as a unitary psychological process and various writers interpreted it to mean representation, or strategy choice, or strategy execution, etc. More recently, however, researchers have begun to realize that people do not plan all the time and planning does not occur in every situation.. There are developmental differences in planning skill and in the motivation to plan. Even among adults, attitudes, beliefs, and goals lead to variations in engagement in the planning process. Moreover, different social groups place different value on planning different events. Planning also has a different meaning at different junctures in the life course. Therefore, this symposium will explore how, when, and why do we plan. It brings together three perspectives on planning: the cognitive, the motivational and the familial. Creating a broader blueprint for planning. Sarah Friedman, NICHD; Ellin Kofsky Scholnick, University of Maryland, College Park What do they really measure? A comparative analysis of two classical planning tasks. Ellin Scholnick, University of Maryland, College Park; Sarah Friedman, NICHD, Kathleen Wallner Allen, NICHD Family interaction, parenting style, and the development of planning skills. Mary Gauvain, University of California, Riverside Proactive coping and the detection and management of potential stressors. Lisa G. Aspinwall, University of Maryland, College Park Discussant: James P. Byrnes, University of Maryland, College Park |
| 3:00 - 4:30 | Paper Session 2: Social Influences on Cognitive Development (Penthouse Suite, 10th Floor)
Chair: Susan Goldin-Meadow, University of Chicago Dyadic Origins of Autobiographical Memory. Elaine Reese and Kate Farrant, University of Otago We examined the social origins of autobiographical memory in the attachment relationship between mother and child. Mothers of 60 18-month-olds completed the Attachment Q-set and participated in discussions about past events with their children at 18 and 24 months. The more securely attached the child at 18 months, the less elaborative was the mother in past event discussions. A less elaborative memory style may be most appropriate for children of this age, in contrast to older ages when a highly elaborative maternal style is associated with children's greater recall. We will examine this possibility in longitudinal analyses of autobiographical remembering with mother-child pairs of differing attachment security. Cultural Differences in Caregiver-Infant Interaction: The Importance of Multiple Caregivers. Shannon E. Whaley and Marian Sigman, University of California, Los Angeles A number of studies have highlighted cultural differences in maternal responsiveness to young infants, noting that mothers in some rural settings, such as rural Kenya, talk less and look less at their infants than mothers from more industrialized settings. Such studies, however, have rarely considered the caregiving environment in its entirety, and have only considered maternal behaviors toward their infants instead of behaviors exhibited by all caregivers to young infants. The current study considers the behaviors of multiple caregivers in two cultures, Kenya and Los Angeles, California, in the context of their interactions with their young infants. Results suggest that when all caregivers are taken into account, distinctions between cultures in styles of interacting with young infants become less clear. This finding is particularly important in that it counters the contention that the development of children from environments such as rural Kenya is compromised by receiving lower levels of stimulation. The social roots of counting and cardinality in early childhood. Michael Fluck and Maggie Maltby, University of Portsmouth Counting and number are an inescapable aspect of culture for most preschool children in Western urban communities. The development of counting and number within the individual has been extensively investigated and it has been shown that children master the procedures involved in counting several months before they can show any evidence of understanding the connection between counting and cardinality; i.e., what counting is for and how it works. Relatively little research, however, has investigated the contribution to number development of shared activities with more competent representatives of the child's culture, but that which has been reported indicates that development in this domain is supported in a variety of ways by social practices and adult scaffolding of the child's participation. It has been suggested that parents implicitly assume that children who can count understand cardinality and that consequently they engage children in forms of discourse which presuppose an understanding of cardinality and thereby provide support for its development. The present study provides the first direct evidence that mothers do overestimate children's understanding in this way. It also examines the kind of formal counting activities in which preschool children engage at home. Peer Interaction: The Joint Role of Knowledge Stability, Social Dominance and Scaffolding in Learning. S. Ayman-Nolley, B. Church, D. Oshana, Northeastern Illinois University; M. Singer, The University of Chicago This study explores how stability of knowledge and social roles interact to produce different learning patterns. 36 dyads (ages 9-11) participated in a videotaped pretest, interaction and posttest mathematical activity. A child's knowledge stability was associated with two different patterns of learning. Unstable children learned if they were low in dominance and scaffolded by a "high dominance" child. In contrast, stable children learned if they were high in dominance and the scaffolders of another "high dominance" child. This suggests that individual factors, like knowledge stability, may be influential in changing the social dynamics underlying learning. Discussant: Martha Wagner Alibali, Carnegie Mellon University |
| 3:00 - 4:30 | Paper Session 3: Play and Narrative (Concorde Room, 9th Floor)
Chair: Gil Noam, Harvard University Top Down/Bottom Up Play Based Curriculum: An Informal Look at Piaget and Vygotsky. Keith R. Alward, Independent Author Structuring the early childhood curriculum around play, and making the promotion of play the focus of this curriculum, is a viable means of honoring both the constructive (bottom up) and the cultural transmission (top down) dimensions of education. This paper looks at the contributions of Piaget and Vygotsky to our understanding of these polar aspects of curriculum. It asserts that Piaget's work has always entailed an implicit social theory which is both top down and bottom up. The paper rejects the view that Piaget and Vygotsky are theoretical alternatives and instead views these two theorists as complementary to one another. The Cross-Cultural Decline of Play: Implications of Increased Media Activity for Children's Cultural, Social, Cognitive, and Emotional Development. Debra E. Gordon, California School of Professional Psychology Rapid technological advances have resulted in children's spending more time in media-related activities (i.e., television, video/computer games, Internet use) and have created declines in other types of play across some cultures. Cross-cultural play changes as well as positive and negative implications of media play are considered in terms of cultural, social, cognitive, and emotional development. It is argued, for example, that the universalistic orientation of media activity cannot adequately compensate for traditional play activities central to cultural identity development. The role of disequilibrium in play within the peer culture of three and four year old children. Grace Masselos, University of Wollongong The various strategies that three and four year old children use to control their lives during play can be complex, sophisticated yet realistic within the context of their peer culture. Corsaro (1994) states that friendships are a reflection and an interpretation of the values and practices of the culture in which children live. The conflicts in themselves, according to the Piagetian viewpoint, are valuable in the way that disequilibrium is created and "forces" further cognitive growth during the process of conflict resolution. This paper will report on a research project on the role of disequilibrium as a socializing function in the peer culture of three and four year olds as studied in naturalistic settings in preschools and long day care centers. A taxonomy of these strategies has been generated reflecting the role of disequilibrium in the acceptance and rejection patterns of peer interactions during play. Cultural Difference in the Development of Narrative Structure: Evidence for an African-American Story Schema. Thomas R. Bidell, Lady June Hubbard, Monica Weaver, Boston College Since narrative is thought to be culturally situated, the predominant use of white middle class subjects in story schema research may have limited our understanding of diversity in the development of story structure. In this study, stories were collected from 50 African-American children aged 6 to 12 years, and analyzed by a team of predominately African-American researchers. The children's stories were found to conform to a cyclical story schema which conveyed a holistic portrait of a situation, as opposed to the linear problem-solving structure of traditional Western story schemata. Discussant: Ann Renninger, Swarthmore College |
| 3:30 - 4:30 | Poster Session 1: Authors Present (Bayview Court and Lobby, Mezzanine)
(1) Constructive game activities as learning cultures. Yasmin B. Kafai & Cynthia Carter Ching, UCLA (2) Effects of maturation on preoperational seriation. Robert Pasnak & Margaret Southard, George Mason University (3) Comparative examination of the definition and perception of emotional expressions in orphan children aged 48-72 months and children of the same age who live with their families. Ismihan Artan, Meziyet Ari, Pinar Bayhan, Elif Ustun, & Berrin Akman, Hacettepe University (4) The emergence of drama in adolescents' story productions. Cynthia Lightfoot, Jerry Lakusta, Nadia Khan, Laura Goldstein, Sally Penrose, & Christina Butler, State University of New York, Plattsburgh (5) Adolescents' conceptions of personal transformation. Sally Penrose, Nadia Khan, Jerry Lakusta, Laura Goldstein, & Christina Butler, State University of New York, Plattsburgh (6) The relation between accuracy of self-perception and cognitive ability. Therese Bouffard, Henry Markovits, Carole Vezeau, Fabien Savary, & Claude Dumas, Universite du Quebec a Montreal (7) Self-Perceptions of control and academic performance among French Canadian primary school children. Therese Bouffard, Universite du Quebec a Montreal; Carole Vezeau, College Joliette-De Lanaudiere; Luce Bordeleau, University du Quebec a Montreal (8) A microgenetic study of the development of iteration in linear measurement. Frances E. Van Voorhis & Shari Ellis, University of Florida (9) Cognitive development of bilingual bicultural Latino children. Noriko Saito Horgan, California State University, Los Angeles (10) Chinese learning model: A construct of the "heart and mind for wanting to learn" (Hao-Xue-Xin) Jin Li, Medford MA (11) Adolescents' understanding of mathematical and scientific regularity: A cross-cultural analysis. Vladimir M. Sloutsky, Ya-Fen Lo, & Marinella Garatti, The Ohio State University (12) The development of low-income mothers' conceptual systems concerning their preschool children's mathematical abilities and learning potential. Maria I. Cordero, Teachers College, Columbia University (13) Colombian children's evaluations of moral, social-conventional, and personal events and teacher methods of conflict resolutions. Alicia E. Ardila-Rey & Melanie Killen, University of Maryland, College Park (14) Desiderative test and cognition. Maria T.C.C. de Souza & Fermino F. Sisto, Universidade Estadual de Campinas, Brazil; S. Urquijo, Universidad Nacional de Mar del Plata, Argentina (15) Sociometric evaluation and cognition. S. Urquijo,Universidad Nacional de Mar del Plata, Argentina; Maria T.C.C. de Souza & Fermino F. Sisto, Universidade Estadual de Campinas, Brazil (16) The self-concept in Arab and American children. Patricia Westerman, Marymount University (17) The construction of the coherent self. Philip Lewin, Eugene, Oregon (18) Where culture fails: The self experience of a man with frontal lobe impairment. Annerieke Oosterwegel, University of Southampton Alan Parkin, University of Sussex; Daniel Hart, Rutgers University, Camden (19) Recovering the object in Piaget's model of mental activity: Potential social implications. Bryan W. Sokol, University of British Columbia (20) Socialising the material: Autism and the socio-cultural context of object use. Emma Williams, University of Portsmouth (21) Unexplaining social development. Alan Costall, Vasudevi Reddy, Emma Williams, and Riccardo Draghi-Lorenz, University of Portsmouth (22) On the gendered foundations of culture, epistemology, and development. Rachel Joffe Falmagne, Clark University (23) An analysis of the ordering of different forms of thought and different logical operations. Christine Fox and William M. Gray, University of Toledo (24) Use of Piagetian theory to investigate misfitting persons and misfitting items according to Rasch analysis. William M. Gray and Christine Fox, University of Toledo (25) New Tools, New Insights: Kohlberg's moral reasoning stages revisted. Theo Dawson, University of California, Berkeley (26) Do Kohlberg's stages represent an aretaic hierarchy? Orlando Lourenco, University of Lisbon (27) Emotion and the possibility of psychologists entering heaven. Arnold Kozak, PKC Corporation (28) The constitution of the subject through endogenous reconstruction of interactions. Ana Raddi Uchoa, University of Sao Paulo |
| 5:00 - 6:15 | Plenary Session II (Penthouse Ballroom, 10th Floor)
Merlin Donald, Queen's University Culture, Biology, and the Origins of Human Cognition The human mind has certain distinctive features that set it apart from the minds of our closest primate relatives. These features have emerged during the past five million years, in a series of changes, some of which were more rapid and more dramatic than others. Regarding cognition, the key transition periods were (1) 2.3-1.8 million years ago, when the species Homo was formed; (2) 400-100 thousand years ago, when Homo sapiens was formed; and (3) the past 40,000 years, the period of the so-called "symbolic explosion" and rapid technological change. The challenge to evolutionary theory is to maintain continuity, that is, to construct and verify the scenario by which the primate mind "morphed" smoothly into the human mind. This resembles the problem of cognitive development, inasmuch the targeted system is unfolding in time. The human case is special inasmuch as culture plays an unusually large role in setting the parameters of human cognition. It was the entire developing system that evolved, including the cultural context. In modern humans, culture has emerged as a dominant force in human cognitive development. Humans are unique in the degree to which they rely on culture as a major replicative device. They are also unique in the degree to which their minds are precisely "fitted" to the layers of expressive culture that have accumulated during our evolution. |
| 6:15 - 7:15 | Cocktail Reception (Poolside, lobby level) |
| Program | Friday, June 20,1997 |
| 8:30 - 4:00 | Registration (Penthouse Foyer, 10th Floor) |
| 10:00 - 4:00 | Book Exhibit (Penthouse Foyer, 10th Floor) |
| 9:00 - 10:15 | Plenary Session III (Penthouse Ballroom, 10th Floor)
Joseph Margolis, Temple University: Would You Say Developmental Psychology was a Science? The Cultural Paradigms of Mind I explore the question, in the company of Jean Piaget's account, along two lines of inquiry. One concerns how we suppose we describe the mental competence of children at sensorimotor and prelinguistic states. I suggest that what we do is "anthropo-morphize" our descriptions (with due constraint) in terms of a paradigm formed from our own reflexive ability to report, linguistically, the content of our mental states. The other concerns what we take the nature of mind to be at the paradigmatic level and when anthropomorphized. Here, I suggest, that the human mind (the paradigm) is an artifact of enculturation constituted, in infancy, by internalizing the language and practices of a society of apt "selves," which incorporates the generic biological aptitude of the species but transforms it into a sui generis, "second-natured" competence. I show how difficult it is to avoid these qualifications, how it bears on what we should mean by a science, how it affects the assessment of Piaget's conception of his own science, and how, in particular, problems connected with predication (more fundamental than seriations), whether in linguistic form or not, bear on resolving the matter. The upshot is that we find ourselves forced to reinterpret Piaget's accomplishment, but not in any way that denies the validity of his work or disallows its recovery as objective. |
| 10:00 - 12:00 | Poster Session 2 Preview (Bayview Court and Lobby, Mezzanine) |
| 10:20 - 11:10 | Reminiscence of Hermine Sinclair (Penthouse Ballroom, 10th floor) Colleagues of Hermine Sinclair will discuss her professional and personal contributions to the fields of language, cognition, and learning.
Participants include: Rheta DeVries, University of Northern Iowa (Organizer and Chair); Jeanne Bamberger, Massachusetts Institute of Technology; Constance Kamii, University of Alabama at Birmingham; Sylvie Rayna, Centre de Recherche de l'Education Specialisee et de l'Adaptation Scolaire, Institut National de Recherche Pedagogique, Paris, France |
| 10:20 - 11:10 | Session on Grants (Penthouse Suite, 10th Floor)
Organizer: Sarah Friedman, NICHD The goal of this session is to provide information about funding opportunities within federal agencies such as the National Institutes of Health. Participants will learn about the grant review process as well as the funding priorities of the NICHD and other institutes. |
| 10:30 - 11:15 | Refreshments (Club Lounge, Mezzanine Level) |
| 11:15 - 1:00 | Invited Symposium 3: Identity Development and Sociocultural Diversity: Cultural and Transcultural Constraints on the Construction of the Self (Santa Monica Room, 10th Floor)
Chair: Michael Chandler, University of British Columbia The course of identity formation, it will be argued, requires being understood as a path leading to the solution of two problems. One of them is the systemic (and arguably context-transcending or culturally invariant) problem of somehow constructing a sense of personal coherence out of an autobiography featuring diversity and change. That is, in order to qualify as the sort of member upon which the sustainability of any culture must depend, growing persons are required to somehow accumulate a sense of personal identity corresponding to the unity and continuity that they already possess in the eyes of others. The second is that, because there can be no acontextual standpoint, everyone's version of what counts as self must somehow reproduce the normative foundations of the meaning of identity in their own culture. Usual accounts of identity development often turn a blind eye to one or the other of these facets of self-formation, either by attending only to those generalizable aspects of identity that overshoot every context, or by showcasing only those context-bound features of self-understanding that are rooted in the localized practices of particular cultures. The vantage point from which both of these necessary faces of identity formation are made most plain is located at the cusp where cultures face off, and where marginalized youth are obliged to tight-rope their way to a sense of self without the usual cultural safety nets. The papers that make up this symposium explore identity development on this rift formed by the interface of cultures, search for new understandings that gives equal pride of place to what is general and what is particular about the construction of selfhood. Continuities of selfhood in the face of radical developmental and cultural change. Michael Chandler, University of British Columbia Identity formation at the interface of cultures. Jean Phinney, California State University, Los Angeles Beyond culture: Social and personal development in contexts. Cecelia Wainryb, University of Utah Discussant: Theodore Sarbin, Carmel, CA |
| 11:15 - 12:45 | Symposium 4: Children's Everyday Activities: Cultural Opportunities for Cognitive Development (Marina Room, 10th Floor)
Organizer: Mary Gauvain, University of California, Riverside In recent years, developmental psychologists have become increasingly interested in the development and organization of cognitive skill in everyday life. The underlying assumption of this approach is that cognitive development relies in critical ways on children's participation in the activities and practices in the community in which growth occurs. This symposium will examine this premise by discussing children's everyday activities with particular attention to the role of soiocultural influences on children's opportunities to develop cognitive skills. It will emphasize patterns of cultural support and encouragement for the development of cognitive skills. Presenters will include discussion of the implications of this approach to both theory and research in cognitive development. Examining Children's Early Learning Environments Across Cultures Using Activity Setting Analysis. JoAnn Farver, University of Southern California Strategy Choice in Sociocultural Context. Shari Ellis, University of Florida Opportunities for Mathematics Learning in Children's Game Play. Steven R. Guberman and Jrene Rahm, University of Colorado at Boulder Everyday Opportunities for the Development of Planning Skills. Mary Gauvain, University of California, Riverside Discussant: Artin Goncu, University of Illinois at Chicago |
| 11:15 - 12:45 | Paper Session 4: Representational Change (Penthouse Suite, 10th Floor)
Chair: Eric Amsel, Weber State University Cultural and Cognitive Factors in the Emergence of Diverse Belief Systems: Creationist versus Evolutionist. E. Margaret Evans & D. Poling, University of Toledo On the basis of several studies on the development of beliefs about origins in fundamentalist and non-fundamentalist communities, we argue that young children generate somewhat incoherent naturalistic and intentional beliefs about origins. These competing beliefs are the building blocks for more complex systems. The cultural environment plays a crucial role in shaping the belief, in part by transmitting information that either facilitates or suppresses children's intuitive beliefs. This endorsement by the environment privileges either a naturalistic or an intentional belief system, and it is this synergy that succeeds in engendering diverse beliefs, such as evolutionist and creationist meaning systems. Bridging the Gap Between Implicit and Explicit Representation and Exploring the Effects of Training on Preschoolers' Understanding of Pretense. James N. Aronson, Claire Golomb, & Laura Kirkpatrick, University of Massachusetts at Boston In a series of studies Lillard's (1993) paradigm for studying preschoolers' understanding of the representational underpinnings of pretend action is systematically examined. The design varies the nature of the information presented to children, and the extent of the contradiction built into Lillard's format. The results indicate that these are significant variables. Decreases in contradictory information yielded increases in the incidence of correct judgements indicative of a representational understanding of pretense. The distinction between implicit and explicit representation is explored by implementing a training methodology that engages children in imaginative play. Changes in theory of mind : A longitudinal study. Anne-Marie Melot & Odile Komano, LaPsyDe, CNRS & Universite Paris V Preschool children (from 3;6 to 6 years of age) participated in a longitudinal study. Once a month during a six months period, 108 subjects were presented with three "misrepresentation" tasks (false belief, appearance/reality, and level-2 visual perspective). Success on the visual perspective taking task appears to be a prerequisite to success on the two other tasks. A majority of children extend their comprehension of the misrepresentation first in the context of the distinction between appearance and reality, and afterwards, in the context of false belief attribution, while other subjects succeed in a fluctuant way on these two tasks, before they achieve stable responses. Knowing about Knowing in Infancy. Lorraine Simone and Vasudevi Reddy, University of Portsmouth When do children understand that someone else knows something? Current research suggests a watershed of about 3 or 4 years. However, the language dependence of most studies disallows the investigation of such understanding in infants. Spontaneous protodeclaratives were used as a measure of knowledge about others' knowledge. Infants of 19 to 24 months consistently selected adults who were not present when a new toy was discovered; adults who had already seen it were not shown it again. Gaze checking to adults accompanying declaratives was strategic: it was used when adult attention was ambiguous. Understanding knowing is already evident in infancy in the structure of social interactions. Discussant: Eric Amsel, Weber State University |
| 11:15 - 12:45 | Paper Session 5: Theoretical Issues (Concorde Room, 9th floor)
Chair: David Moshman, University of Nebraska, Lincoln Piaget on Social Values. Wolfe Mays, Manchester Metropolitan University In his sociological writings, Piaget developed a general theory in which he tried to show how social values originate through our interpersonal relations with others, namely, through social exchange. The author describes and critiques Piaget's account of social values. Philosophical Anthropology and Operative Development. Ulrich Mueller, Temple University The problem of how the relationship between biology and culture should be conceptualized has been approached from different theoretical perspectives. Two approaches to this problem are presented and integrated in this paper. The first approach derives from a philosophical movement called "philosophical anthropology." Philosophical anthropologists such as Herder, Cassirer, Plessner and Gehlen argue that human beings differ from other animals and are not bound by instincts. The fact that human beings have no specific predetermined nature is considered to be a prerequisite for cultural development. The second approach derives from Piaget's genetic epistemology. It is suggested that the Piagetian concepts of co-operative development provides a major contributions to philosophical anthropology in particular, and to theorizing about the relationship between biology and culture in general. Modeling the Process of Assimilation : Computer Simulation of Visual Pattern Recognition. Jean-Christophe Buisson, IRIT (Computer Research Institute of Toulouse) and ENSEEIHT In order to investigate in detail the properties of the process of assimilation, models precise enough to allow computer simulations are necessary. The main features of assimilation have been expressed as axiomatic properties. A formal model based on networks has been designed, where nodes are more elementary processes of assimilation, and arcs between the nodes are actions, which allow activity to circulate between the nodes. Computer simulations of this model, based on visual pattern recognition, have been performed, and these demonstrate new properties of resilience and selectiveness as a direct consequence of the active nature of the method used. The Interactive Emergence of Meaningful Action by Human Infants and Autonomous Robots. Horst Hendriks-Jansen, Surrey, UK Conceptualizing the mind as a dynamical system makes possible a genuine evolutionary and developmental account in a way that is precluded by computational explanations. The author proposes an alternative explanatory strategy that draws on situated robotics, dynamical systems theory, ethology, and recent findings in developmental theory. He then uses this explanation to account for the behavior of robots and human infants. Discussant: David Moshman, University of Nebraska, Lincoln |
| 12:00 - 1:00 | Poster Session 2: Authors Present (Bayview Court and Lobby, Mezzanine)
(1) Children's drawings as a window to their social world. Saba Ayman-Nolley & Lora L. Taira, Northeastern Illinois University (2) Gestures in the classroom in Japan and the Unites States. Yuka Fujimori, Elisabeth A. Sylvan, & Martha Wagner Alibali, Carnegie Mellon University (3) What is the lateralization of the cognitive processing when reading cyrillic alphabet? Fidela Vassileva, Bulgarian Academy of Sciences (4) From "proto-arithmetic" to additive and subtractive knowledge. Villette Bruno, Universite de Lille 3 (5) Gender differences in risk-taking: A meta-analysis. James P. Byrnes, David Miller, & William Schafer, University of Maryland, College Park (6) Conceptual level, working memory capacity, and domain-specific skills in exceptional intellectual performance during middle and late childhood. Susan N. Loewen (7) Fairy tales: A possible way of psychological research. Maria Thereza C.C. de Souza, Universidade Estadual de Campinas, Brazil (8) Representational Competence. Uri Shafrir, Ontario Institute for Studies in Education (9) Differentiating genre within children's graphic art: Searching for expressive aesthetics. Emily L.Williams and Peter B. Pufall, Smith College (10) Jean Piaget and the Jean-Jacques Rousseau Institute. Yeh Hsueh, Harvard University (11) Conceiving of the mind as an active processor: Evidence from five-year-olds' understanding of inference. Jodie A. Baird & Louis J. Moses, University of Oregon (12) The development of ethnic and sex-role attitudes in children of Mexicano migrant farm workers. Maria D. Parrilla de Kokal, Lawrence Helmbrecht, William McVaugh, & Eric Amsel Weber, State University (13) Bridging Cultures in the Classroom. Carrie Rothstein-Fisch, California State University, Northridge; Elise Trumbull, WestEd; Blanca Quiroz, & Patricia Greenfield, UCLA (14) Developing cross-cultural measures of identity formation. Chris Lalonde, Bryan Sokol, & Michael Chandler, University of British Columbia (15) A cross-cultural study of moral cognition among college students of Japan, Korea, and Taiwan: Implications for studies of moral development. Takashi Naito, Ochanomizu University (16) An analysis of children's just world beliefs. Margaret Oliveira, Brandeis University (17) Comparison of joint attention and cognitive development between dyads with maternal depression and normative dyads. Taiko Hirose, Health Sciences University of Hokkaido; Kathryn Barnard, University of Washington (18) Korean children's understanding of the appearance-reality distinction. Soyeon Park & Unhai Rhee, Yonsei University (19) Gender, culture, and literacy development in successful dyslexics. Rosalie P. Fink, Lesley College (20) Conceptual change in science learning: Structuring, re-structuring, or co-structuring? Marianne Wiser & Tamer Amin, Clark University (21) A qualitative study of children's perceptions of teachers who encourage or inhibit academic help-seeking. Lucy Le Mare, Simon Fraser University (22) Root metaphors in teachers' beliefs about learning. Kelvin L. Seifert, University of Manitoba (23) Struggling through transformation: Developing autonomy through teamwork. Deborah I. Burk & Maylan Dunn, University of Oklahoma (24) Philosophy of technology education for 2000+ in the Czech Republic. Hana Novakova, Pedaprogram (25) The sciences' circle: Sociological and cognitive models. Dunia Pepe, University of Rome (26) Piaget, Vygotsky, and the science of chaos: Implications for children with learning differences. Betsey Grobecker, Auburn University (27) Piagetian constructivism and biology teaching. Ronaldo Souza de Castro, Unicamp, Brazil |
| 1:00 - 2:00 | Lunch* (Chattery Lounge and poolside, lobby level)
*Included as part of the registration fee |
| 2:00 - 3:50 | Invited Symposium IV in Honor of Hermine Sinclair: Language and Thought: Putting the World into Words and Gestures (Santa Monica Room, 10th floor)
Organizer: Susan Goldin-Meadow (University of Chicago) Languages across the globe vary in how they classify experience. Do such variations in classification affect the way people learn and use the language? Our symposium makes use of cross-linguistic and cross-modality comparisons to explore this issue, focusing not only on the conventional means of expression that language offers a speaker but also on the unconventional and uncodified means provided by gesture. We observe the earliest stages of language-learning to determine whether children exposed to different classification schemes in different languages show prelinguistic conceptual distinctions that must be built upon or overcome, or whether they are equally open to all classification schemes. In addition, we attempt to explore the child's initial state before a conventional language model has taken effect by examining the gesture systems developed by a deaf child who has had no exposure to a usable conventional linguistic model. Finally, we explore the form that linguistic codification takes in the manual modality, focusing in particular on the neural systems subserving signed and spoken languages. Semantic categorization of spatial words: A crosslinguistic developmental study of English and Korean. Soonja Choi, San Diego State University & Melissa Bowerman, Max Planck Institute for Psycholinguistics, Nigmeegen Language and individuation. Dedre Gentner, Northwestern University Thought before language: The expression of motion events prior to the impact of a conventional language model. Susan Goldin-Meadow, Ming-yu Zheng, & Carolyn Mylander, University of Chicago Language and spatial representation. Ursula Bellugi, Salk Institute and University of California at San Diego Discussant: Elizabeth Bates, University of California at San Diego |
| 2:00 - 3:30 | Symposium 5: The Development of Resilience: Cognitive and Relational Processes in the Transition from Adolescence to Adulthood (Marina Room, 10th floor)
This symposium introduces a framework on resilience as a set of developmental processes emerging through the life span. Longitudinal data from a study of high-risk adolescents followed into adulthood will be presented focusing on risk and protective processes, especially in the domains of cognition and social cognition, interpersonal relationships as well as academic and occupational competence. Quantitative and qualitative results are described throughout this symposium and generate a view on resilience as an active process of meaning-making in the context of evolving and significant relationships. From this vantage point previous risks environments can be transformed and new adaptive strengths can be achieved at any point of life. The development of resilience: Transforming meaning-making and relationship building. Gil Noam, Harvard University A ten year longitudinal investigation of risk and the development of resilience in a sample of young adolescents followed into early adulthood: I. Overview of outcomes. Nicki Maraganore, Nurit Sheinberg, David Stevens, & Gil Noam, Harvard University A ten year longitudinal investigation of risk and the development of resilience in a sample of young adolescents followed into early adulthood: II. Cognitive Strengths and vulnerabilities in the development of resilience. David Stevens, Nicki Maraganore, Nurit Sheinberg, & Gil Noam, Harvard University A ten year longitudinal investigation of risk and the development of resilience in a sample of young adolescents followed into early adulthood: III: Trajectories of the development of resilience: A case study approach. Nurit Sheinberg, David Stevens, Nicki Maraganore, & Gil Noam, Harvard University Discussion among audience and presenters |
| 2:00 - 3:30 | Symposium 6: James Mark Baldwin's Conception of the Self in Society: A Critical and Historical Analysis (Concorde Room, 9th Floor)
Organizers: Josephine Fueser, Yale University; Michel Ferrari, University of Pittsburgh; William Kessen, Yale University This symposium undertakes a critical and historical excursion into the notions of selfhood proposed by J. M. Baldwin. Between 1896 and 1915, Baldwin developed rich interpretations of the nature of the relation between individual and social development that crossed several nascent disciplinary boundaries. The papers in this symposium explore his construction of the self within society from several perspectives, including an examination of the nature of ethical and psychological subjectivity implied by Baldwin's thought, and the implications of the reciprocal relations between individual and social development. J.M. Baldwin and the dialectic of personal and social growth. Emily D. Cahan, Wheelock College The self and the epistemic subject. Terrance Brown, Chicago The self-realizing nature of Baldwin's socius. Philip D. Zelazo, University of Toronto Self-Rule and Society. Josephine Fueser, Yale University; Michel Ferrari, University of Pittsburgh Discussant: William Kessen, Yale University |
| 2 :00 - 3:30 | Symposium 7: Developmental Interfaces Between Person and Society (Penthouse Suite, 10th floor)
Organizer: King Beach, Michigan State University Much of the theorizing and research in developmental science during the past century has contributed to the ontological separation of the individual and society. During the last several decades we have seen increasing acknowledgement that human development has cultural and historical as well as individual origins, and many of us now build our own projects outward from the seminal works of L.S. Vygotsky, A.N. Leont'ev, C.S. Pierce , and G.H. Mead, among others. This acknowledgement leaves us with new challenges to be met and more complex puzzles to be solved. Primary among these is how to understand the recursive interface that is presumed to exist between the developing person and a changing society, and to do this without falling back into newly articulated forms of ontological separation. The symposium contributes to these efforts by providing three illustrations of how learning and developmental phenomena typically viewed through the lens of individual psychological constructs can be more productively studied as developmental interfaces between persons and societies, where the interface itself is a primary developmental object of study. Knowledge Transfer as the Development of Person-Activity Couplings. King Beach, Michigan State University Problem-Solving Between a Changing Society and Developing Individuals. Shizuko Saito, Michigan State University Negotiating Borders of Self and Other: Schools as Sites for the Construction of Personal Identity. Mark R. Gover, Michigan State University Discussant: Joseph Glick, CUNY/Graduate Center |
| 3:30 - 4:30 | Refreshments (Club Lounge, Mezzanine Level) |
| 4:30 - 5:45 | Plenary Session IV (Penthouse Ballroom, 10th Floor)
Patricia Greenfield, University of California, Los Angeles Culture and universals: Integrating social and cognitive development Fundamental to both the universal ontogeny of a cultural being and the cultural differentiation of development are interpretive frameworks that have seven important characteristics: 1) They are implicit. 2) They are generative. 3) They are evaluative. 4) They subtly sculpt developmental differentiation through their distinctive emphases. 5) They are best revealed when they can no longer be taken for granted, in multicultural situations. 6) They are ecologically adapted. 7) Despite differences, all cultural frameworks respect universals of maturation and development.Developmental theories constitute explicit formalizations of the everyday implicit frameworks constructed by all human beings and embodied in their cultures. At one extreme of variation in these cultural frameworks is a model in which the most important goal of development is to become an autonomous individual who technologically manipulates the physical world. This is the cultural framework assumed by Piagetian theory. At the other extreme of variation is a model in which the most important goal of development is to become an interdependent, socially responsible person who uses technology for social purposes and is an integral part of the natural world. This latter framework implies an integration of, rather than a separation between, social and cognitive development; this cultural framework is not currently represented in major developmental theories. Examples illustrating each of the seven points will be presented. |
| 5:45 - 7:00 | Cocktail Reception (Poolside, lobby level) |
| Program | Saturday, June 21,1997 |
| 8:00 - 9:00 | Registration (Penthouse Foyer, 10th floor) |
| 10:00 - 4:00 | Book Exhibit (Penthouse Foyer, 10th floor) |
| 9:00 - 10:15 | Plenary Session V (Penthouse Ballroom, 10th floor)
Claudia Strauss, Duke University Rethinking Culture: The Case of U.S. Individualism To understand the way culture affects psychological development, we need to know what culture is. That is currently a matter of great debate in anthropology. Some older views of culture as organic totalities are being challenged by newer views that call for eliminating "culture" as a way of describing learned group differences. This paper will quickly review some of the reasons why older views of culture as bounded entities have been criticized, then argue that instead of eliminating "culture" we need a different sort of cultural analysis, one that accounts for the ways in which consensus co-exists with conflict. The key to rethinking culture is to stop imagining cultures as things. Some social representations, practices, and institutions lead to schemas that are widely shared, long lasting, deeply motivating, and often evoked; others lead to schemas that are distributed much less widely, short lived, given lip service only, or evoked in few contexts. This approach will be illustrated by considering the case of individualism or independence in the United States. By sorting out the respects in which both individualism/independence and sociocentrism/interdependence are found among a sample of U.S. Americans, and considering the probable reasons why, it may be possible to arrive at a more nuanced understanding of what culture is and what its effects are on development. |
| 9:45 - 10:45 | Poster Session 3 Preview (Bayview Court and Lobby, Mezzanine) |
| 10:15 - 12:05 | Invited Symposium 5: Cultural Processes in Education (Santa Monica Room, 10th floor)
Chair: Kris Gutierrez, UCLA This symposium examines a range of cultural practices that organize children's development. Specifically, this set of papers examines development across institutional contexts, including traditional and alternative educational settings. The social interactional processes of participating in these contexts are investigated to document how cultural tools such as narratives, texts and computers, as well as problem solving, reading, and literacy strategies mediate learning. Across these papers, language, interaction, and artifacts are analyzed to illustrate how learning can be characterized as changing participation in social activity. By examining multiple issues in development across diverse populations and settings, each paper provides a unique perspective on the relationship between culture and development. Is October Brown Chinese? The Evolution of the Practice of Reading as Inquiry in an Inner City High School English Class. Carol D. Lee, Northwestern University Language and Identity: Language Socialization in Religious Education Classrooms. Patricia Baquedano-Lopez, UCLA Emergent Narratives in Alternative Settings. Betsy Rymes, UCLA Children's Problem-Solving: Changing Roles and Participation. Lynda Stone & Kris Gutierrez, UCLA Using Piaget and Vygotsky to Create New Educational Activities. Michael Cole, UCSD La Clase Magica: Imaging Optimal Possibilites. Olga Vasquez, UCSD |
| 10:15 - 11:45 | Symposium 8: The Sociology versus the Sociogenesis of Science (Marina Room, 10th floor)
Organizer: Terrance Brown, Chicago Many theorists conceive an antagonism between individual and cultural theories of development when, in truth, the antagonism at issue is between epistemics and pragmatics. Broadly speaking, the first is concerned with the construction of rational knowledge while the second is concerned with the construction of heuristic know-how. Both have individual and collective aspects. The social aspect of epistemics includes what has been referred to by Piaget and Garc!a as "the sociogenesis of knowledge." The social aspect of pragmatics includes what the same authors have referred to as "the sociology of science." Both aspects are explored in relation to the history of science and the teleonomic nature of all knowledge construction. The role of society in the construction of knowledge. Rolando Garcia, Centro de Investigacion y de Estudios Avanzados Institutos Polytecnico Nacional, Mexico Recent developments in the sociogenesis of science. Willis Overton, Temple University, Philadelphia Science and intention. Terrance Brown, Chicago Discussion among presenters and audience |
| 10:15 - 11:45 | Symposium 9: Dynamics of meaning-making in interpersonal communication (Penthouse Suite, 10th floor)
Organizer: Maria C.D.P. Lyra, Federal University of Pernambuco, Brazil The question posed here is how to conceptualize the dynamics of meaning emergence. From a dynamic system perspective, novel forms emerge spontaneously from interactions among the components of complex, developing systems. How to conceive those systems in order to integrate meaning emergence? As an emergent form arising from the dynamics of communication, does meaning-making require a linkage between the flow of exchanges and the cultural embedment of those exchanges? Does an adequate account of meaning emergence require an historical approach? The limits and possibilities of these approaches will be discussed focusing on meaning-making as resulting from the dynamics of communication. Meaning Moves: The Labyrinth of San Vitale di Ravenna. Alan Fogel, University of Utah The Self-Organization of Communicative Themes in Interpersonal Development. Marc Lewis, University of Toronto The Aesthetic Self: Drama, Metaphor, and Adolescents' Cultural Development. Cynthia Lightfoot, State University of New York Relational and Historical Nature of Meaning-Making. Maria C.D.P. Lyra, Federal University of Pernambuco, Brazil Discussion among presenters and audience |
| 10:15 - 11:45 | Workshop: Introduction to Rasch Measurement that Focuses on the Similarities between Rasch and Piagetian Constructs and Assumptions (Concorde Room, 9th Floor)
Organizers: Karen Draney, University of California, Berkeley; Eric Andrew Goodheart, Harvard University; Michael L. Commons, Harvard Medical School This workshop introduces people to the notion that stage is a dimension that can be scaled using Rasch measurement. For those unfamiliar with Rasch measurement, a brief overview of important concepts will be given. The similarities between Rasch and Piagetian constructs and assumptions will be discussed. Examples of how Rasch models can be used to examine reliability and validity in the Piagetian derived tasks include the balance beam series and laundry series. The relationship between the Concrete, Abstract, Formal, and Systematic Operations as observed in a "Piagetian" balance-beam task and Laundry series and their scaled values are presented. Participants take part in doing an analysis themselves. |
| 10:45 - 11:45 | Poster Session 3 (Bayview Court and Lobby, Mezzanine Level)
(1) The decimal numeration system and the multiplicative principle: A case study of fourth grade students. Sonia Maria Losito, State University of Campinas (UNICAMP) (2) Deafness and creativity. Maria Elda Garrido, UNICAMP (3) Cultural activities in early childhood education (0 - 6). Sylvie Rayna, Institut National de Recherche Pedagogique (4) Knowledge structures as the basis for children's learning problems in school. Bak Fabrice, Lyon, France (5) The interplay of culture, history, and biology: The case of Zinacantecan Mayan weaving apprenticeship. Ashley F. Maynard, Patricia Greenfield, & Carla P. Childs, UCLA (6) Understanding of polysemy by preschool children. Ludmila Lescheva, Minsk State Linguistic University (7) Cultural Sources of intergroup conflict: Collectivism vs individualism. Ioakim Boutakidis, Lalita Suzuki, Helen Davis, Patricia Greenfield, Blanca Quiroz, & NanaEfua Baidoo, UCLA (8) The influence of parenting style on children's developing theory of mind. Jeremy Carpendale, Simon Fraser University; Chris Lalonde, University of British Columbia (9) Assessing Japanese and American Teacher's beliefs about mathematics instruction. Jennifer K. Jacobs, UCLA; Eiji Morita, Osaka Kyoiku University; James W. Stigler, UCLA (10) Children's interpretation of an arithmetic algorithm. Anna Lopez Puig, Universidad Rovira I Virgili (11) Children's use of numerical and non-numerical cues to make judgments of quantity. Gavin Huntley-Fenner & F. Marion Watson, University of California, Irvine (12) The conceptual confusion theory of mind: More intense than originally thought. Sarah Berger & Douglas Frye, New York University (13) Theory of mind and children's performance on the false-belief task: The role of social interaction. Graciela Inchausti de Jou, Tania Maria Sperb, & Alessandra Mainieri, Federal State University of Rio Grande do Sul, Brazil (14) Central Conceptual Structures and motor development in young children. Katherine E. Corbett & Steven Pulos, University of Northern Colorado (15) Exploring the use of reflective abstraction in the promotion of moral reasoning amongst preadolescent elementary students. John Tyler Binfet, University of British Columbia (16) Individualism/collectivism and identity development in adolescence. Jean S. Phinney, Tanya Madden, Linda Egu, Esperanza Donlucas, & Monica Nava, California State University, Los Angeles (17) Americans: Are we really such self-centered individualists? Kristin Neff & Daphne Anshel, University of California, Berkeley (18) Moral reasoning and organizing models. Genoveva Sastre, Monserrat Moreno Marimon, & M. Timon, University of Barcelona (19) Diversity in moral development. Montserrat Moreno Marimon, University of Barcelona (20) Personal and moral aspects of Brazilian adolescents' reasoning about drugs: What society and family have to do with it. Clary Milnitsky-Sapiro, Universidade Federal do Rio Grande do Sul, Brazil (21) Coming to terms with culture: Individual appropriation of complimentary and competing cultural knowledge. Michel Ferrari, University of Pittsburgh (22) Scientists, workers, or horticulturalists? How identities mediate learning in a garden. Jrene Rahm, University of Colorado at Boulder (23) Model for a process of acquisition of cultural behavior. Pierre Zurcher, IRDP (24) High Tech, High Touch, but no Hi Bye: The absence of nurse greetings and closures to preterms in the NICU information processing of mothers with toddlers. Jana L. Pressler & Joseph T. Hepworth, Vanderbilt University (25) Transmitting, reflecting, and shaping culture: A cross-cultural analysis of the language used in the television commericials of Japan, Korea, and the United States. Susan Strauss, UCLA (26) The Silver Drawing Test of Cognition and Emotion. Cristina Dias Allessandrini, Jose L.M. Duarte, Marisa Fernandes Bianco, Margarida Azevedo Dupas, University of Sao Paulo (27) Evolutionary epistemologies and the problem of culture and development: William James, Ernst Cassirer, and Jean Piaget. Jacques Von¸che, Archives Jean Piaget (28) Evaluation of general cognitive grades according to McCarthy scales of children's abilities of Turkish children, aged 6, from various SES backgrounds. Mubeccel Gonen, Meziyet Ari, Pinar Bayhan, Elif Ustun, & Berrin Akman, Hacettepe University, Turkey (29) Parent-child communication patterns and children's socially competent behavior in early childhood education in Taiwan. Feng-Chiao Chung, National Taitung Teachers College (30) Children's understanding of conflicts involving their own rights. Cristina Del Barrio, Juan Delval, Maria Espinosa, & Javier Angeles y Brenha, Universidad Autonoma de Madrid |
| 12:00 - 1:00 | Lunch* (Chattery Lounge and Poolside, lobby level)
*Included as part of registration fee |
| 1:00 - 2:15 | Plenary Session VI (Penthouse Ballroom, 10th floor)
Melissa Bowerman, Max Planck Institute of Psycholinguistics, Nijmegen Culture and Language Development The first wave of crosslinguistic research on language development, in the 1970s, showed that children's early utterances revolve universally around a restricted set of notions to do with causality, space, and the enduring object -- concepts that Piaget had argued are the outcome of the sensorimotor period of development. This convergence of linguistic and cognitive evidence led to the influential "cognition" hypothesis: that early language acquisition is a process of learning how to map or translate directly from one representational system, nonlinguistic concepts, to another, language. But more recent crosslinguistic research has begun to show that languages often organize conceptual domains according to strikingly different semantic principles, and -- critically -- that children are sensitive to the patterns displayed in the input language essentially from the beginning; for example, in their extensions of spatial words like "in" and "up" children classify space language-specifically from as early as 18 months. These findings have important implications for our understanding of how linguistic and conceptual development interact in the early stages of language acquisition, and for how culturally appropriate patterns of talking about events are established. |
| 2:30 - 3:30 | Membership Meeting (Penthouse Ballroom, 10th floor )
|
| 3:30 - 5:30 | Board of Directors Meeting (Concorde Room, 9th floor ) |
![[just a line]](../../images/JPS-HR-2.GIF)
|
© 1995-1998 The Jean Piaget
Society
Send comments to: webmaster@piaget.org Last update: 21 March 1998 |
|
|---|