What We Thought We Knew and How We Came to Know It: Four Decades of Cross-Cultural Research from a Piagetian Point of View

Autor/in	Maynard, Ashley E.
Titel	What We Thought We Knew and How We Came to Know It: Four Decades of Cross-Cultural Research from a Piagetian Point of View
Quelle	In: Human Development, 51 (2008) 1, S.56-65 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-716X
DOI	10.1159/000113156
Schlagwörter	Piagetian Theory; Cognitive Development; Cultural Pluralism; Cultural Relevance; Social Science Research + Suchen Sie Ihr Suchwort? Kognitive Entwicklung; Kulturpluralismus; Social scientific research; Sozialwissenschaftliche Forschung
Abstract	The major tenets of Piagetian theory, such as adaptation and constructionism, are compatible with a cross-cultural approach to the study of cognitive development, but there have been significant methodological and theoretical advances over the past 40 years. Piagetian theory directly influenced three phases of cross-cultural research, ranging from absolutist to relativist. As researchers incorporated the study of contexts of development, particularly cross-cultural contexts, new methods expanded the available toolbox of approaches. Recent directions in historical research, narrative and discourse research, and cognitive developmental neuroscience have helped to shed light on processes and mechanisms of developmental change and their relationship to culture. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10