How do children learn and how are new modes of thought developed? These questions have for years been of paramount interest to psychologists and others concerned with the cognitive development of the child. In this major work, originally published in 1974 and reporting on over ten years’ research of the Geneva School, the authors carried the pioneering investigations of Jean Piaget to a new and remarkable level. As Piaget said in his foreword to the book: ‘The novelty of the findings, the clarity of the theoretical interpretation, and the sometimes even excessive caution of the conclusions enable the reader to separate clearly the experimental results from the authors’ theoretical tenets.’ The authors’ learning experiments with children were designed to examine the processes that lead to the acquisition of certain key concepts, such as conservation of matter and length. Detailed study of the progress of each individual subject revealed a number of features characteristic of situations that create conflicts in the child’s mind and certain regularities in the way these conflicts are resolved. Such data threw new light on the dynamics of the development of cognitive structures as well as on basic mechanisms of learning at the time.
How do children learn and how are new modes of thought developed? These questions have for years been of paramount interest to psychologists and others concerned with the cognitive development of the child. In this major work, originally published in 1974 and reporting on over ten years’ research of the Geneva School, the authors carried the pioneering investigations of Jean Piaget to a new and remarkable level. As Piaget said in his foreword to the book: ‘The novelty of the findings, the clarity of the theoretical interpretation, and the sometimes even excessive caution of the conclusions enable the reader to separate clearly the experimental results from the authors’ theoretical tenets.’ The authors’ learning experiments with children were designed to examine the processes that lead to the acquisition of certain key concepts, such as conservation of matter and length. Detailed study of the progress of each individual subject revealed a number of features characteristic of situations that create conflicts in the child’s mind and certain regularities in the way these conflicts are resolved. Such data threw new light on the dynamics of the development of cognitive structures as well as on basic mechanisms of learning at the time.
This book serves a valuable purpose. It demonstrates the special relationship between people and animals and shows how dogs contribute significantly to the health and emotional stability of many individuals."-Alan M. Beck, ScD, Professor and Director, Center for the Human-Animal Bond, Purdue University, School of Veterinary Medicine, Indiana, and Aaron H. Katcher, MD, Professor Emeritus, University of Pennsylvania. Authors of Between Pets and People Dogs have been serving people for centuries. Today they are helping more people than ever, as Service Dogs for people who have physical disabilities, are hearing impaired and as Therapy Dogs, visiting various facilities. They are in the armed forces, police departments, and are used for tracking, search and rescue purposes and as useful companions to the socially isolated, the elderly, and children with special needs. In words and photographs, Beyond Companionship profiles a number of actual such dogs and people in these circumstances and contains sections on gathering further information, a glossary, a bibliography, and an index.
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