{"id":8528,"date":"2019-05-22T16:08:41","date_gmt":"2019-05-22T16:08:41","guid":{"rendered":"http:\/\/www.lancaster.ac.uk\/fas\/psych\/glossary\/neo-piagetian_theories_of_cognitive_development\/"},"modified":"2019-05-22T16:08:41","modified_gmt":"2019-05-22T16:08:41","slug":"neo-piagetian_theories_of_cognitive_development","status":"publish","type":"post","link":"https:\/\/www.lancaster.ac.uk\/fas\/psych\/glossary\/neo-piagetian_theories_of_cognitive_development\/","title":{"rendered":"Neo-Piagetian theories of cognitive development"},"content":{"rendered":"<p>Theories of cognitive development that preserve important tenets of Piaget&#8217;s theory of cognitive development while addressing trenchant criticisms of the theory. &nbsp;Neo-Piagetian theorists are generally not committed to a strong doctrine of developmental stages (structures d&#8217;ensemble), but attempt to retain the notion of domain-specific transformations of cognitive structures in terms of a series of levels, with each level typically being cast as setting limits or constraints on functioning. &nbsp;Theorists include <a href=\"http:\/\/www.psych.ualberta.ca\/GCPWS\/Case\/Biography\/Case_bio2.html\" class=\"cc-route-enabled\" data-editable-link=\"http:\/\/www.psych.ualberta.ca\/GCPWS\/Case\/Biography\/Case_bio2.html&amp;target=_self\" target=\"_self\" rel=\"noopener noreferrer\">Robbie Case<\/a>, <a href=\"https:\/\/dts.lectica.org\/PDF\/CVTheo.pdf\" class=\"cc-route-enabled\" data-editable-link=\"https:\/\/dts.lectica.org\/PDF\/CVTheo.pdf&amp;target=_self\" target=\"_self\" rel=\"noopener noreferrer\">Theo Dawson,<\/a> <a href=\"http:\/\/unic.academia.edu\/AndreasDemetriou\" class=\"cc-route-enabled\" data-editable-link=\"http:\/\/unic.academia.edu\/AndreasDemetriou&amp;target=_self\" target=\"_self\" rel=\"noopener noreferrer\">Andreas Demetriou<\/a>, <a href=\"http:\/\/www.learnnow.org\/advisory-board\/scientific-advisory-board\/kurt-fischer\" class=\"cc-route-enabled\" data-editable-link=\"http:\/\/www.learnnow.org\/advisory-board\/scientific-advisory-board\/kurt-fischer&amp;target=_self\" target=\"_self\" rel=\"noopener noreferrer\">Kurt Fischer<\/a>, <a href=\"http:\/\/www.psy.uq.edu.au\/directory\/index.html?id=15\" class=\"cc-route-enabled\" data-editable-link=\"http:\/\/www.psy.uq.edu.au\/directory\/index.html?id=15?target=_self\" target=\"_self\" rel=\"noopener noreferrer\">Graeme Halford<\/a>, <a href=\"http:\/\/tcolab.blog.yorku.ca\/\" data-editable-link=\"http:\/\/tcolab.blog.yorku.ca\/&amp;target=_self\" target=\"_self\" rel=\"noopener noreferrer\">Juan Pascual-Leone<\/a> and others.&nbsp;<\/p>\n<p>See <a href=\"abstractions\">Abstractions<\/a>, <a href=\"agentic_processes\">Agentic processes<\/a>, <a href=\"biogenetic_processes\">Biogenetic processes<\/a>, <a href=\"bridging\">Bridging<\/a>, Domain-specific, <a href=\"developmental_epistemology\">Developmental epistemology<\/a>, <a href=\"hierarchy\">Hierarchy<\/a>, <a href=\"mappings\">Mappings<\/a>, <a href=\"levels_of_development\">Levels of development<\/a>, <a href=\"mappings\">Mappings<\/a>, <a href=\"m--thode_clinique\">M\u00e9thode clinique<\/a>, <a href=\"reflex\">Reflex<\/a>, <a href=\"skill_-specific-\">Skill (specific)<\/a>, Structures d&#8217;ensemble<\/p>\n<p><\/body><\/html><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Theories of cognitive development that preserve important tenets of Piaget&#8217;s theory of cognitive development while addressing trenchant criticisms of the theory. &nbsp;Neo-Piagetian theorists are generally not committed to a strong doctrine of developmental stages (structures d&#8217;ensemble), but attempt to retain the notion of domain-specific transformations of cognitive structures in terms of a series of levels, &hellip; <\/p>\n<p class=\"link-more\"><a href=\"https:\/\/www.lancaster.ac.uk\/fas\/psych\/glossary\/neo-piagetian_theories_of_cognitive_development\/\" class=\"more-link\">Continue reading<span class=\"screen-reader-text\"> &#8220;Neo-Piagetian theories of cognitive development&#8221;<\/span><\/a><\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[2],"class_list":["post-8528","post","type-post","status-publish","format-standard","hentry","category-uncategorized","tag-glossary","entry"],"_links":{"self":[{"href":"https:\/\/www.lancaster.ac.uk\/fas\/psych\/glossary\/wp-json\/wp\/v2\/posts\/8528","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.lancaster.ac.uk\/fas\/psych\/glossary\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.lancaster.ac.uk\/fas\/psych\/glossary\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.lancaster.ac.uk\/fas\/psych\/glossary\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/www.lancaster.ac.uk\/fas\/psych\/glossary\/wp-json\/wp\/v2\/comments?post=8528"}],"version-history":[{"count":0,"href":"https:\/\/www.lancaster.ac.uk\/fas\/psych\/glossary\/wp-json\/wp\/v2\/posts\/8528\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.lancaster.ac.uk\/fas\/psych\/glossary\/wp-json\/wp\/v2\/media?parent=8528"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.lancaster.ac.uk\/fas\/psych\/glossary\/wp-json\/wp\/v2\/categories?post=8528"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.lancaster.ac.uk\/fas\/psych\/glossary\/wp-json\/wp\/v2\/tags?post=8528"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}