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Initially, neo-Piagetian theorists explained cognitive growth along Piagetian stages by invoking information processing capacity as the cause of both development from one stage to the next and individual differences in developmental rate. Juan Pascual-Leone was the first to advance this approach.
Despite this, researchers that call themselves "neo-Piagetians" have often focused on the role domain-general cognitive processes in constraining cognitive development. [6] It had been found that many skills humans acquire require domain-general mechanisms rather than highly specialized cognitive mechanisms for development.
Neo-Piagetian theories of cognitive development emphasized the role of information processing mechanisms in cognitive development, such as attention control and working memory. They suggested that progression along Piagetian stages or other levels of cognitive development is a function of strengthening of control mechanisms and is within the ...
The neo-Piagetian theories of cognitive development, advanced by Robbie Case, Andreas Demetriou, Graeme S. Halford, Kurt W. Fischer, Michael Lamport Commons, and Juan Pascual-Leone, attempted to integrate Piaget's theory with cognitive and differential theories of cognitive organization and development. Their aim was to better account for the ...
Specifically, the neo-Piagetian theories of cognitive development showed that the successive levels or stages of cognitive development are associated with increasing processing efficiency and working memory capacity. These increases explain differences between stages, progression to higher stages, and individual differences of children who are ...
Juni, in another review of the NEO PI-R for the MMY, praised the NEO PI-R for including both self- and other-report scales, making it easier for psychologists to corroborate information provided by a client or research participant. [21] Juni criticized the NEO PI-R for its conceptualization using the Five Factor Model (FFM) of personality.
Object permanence is the understanding that whether an object can be sensed has no effect on whether it continues to exist.This is a fundamental concept studied in the field of developmental psychology, the subfield of psychology that addresses the development of young children's social and mental capacities.
Neopythagoreanism (or neo-Pythagoreanism) was a school of Hellenistic and Roman philosophy which revived Pythagorean doctrines. Neopythagoreanism was influenced by middle Platonism and in turn influenced Neoplatonism. It originated in the 1st century BC and flourished during the 1st and 2nd centuries AD.