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What psychological abilities constitute the specifically human form of social life? What are the processes and contexts within which these abilities develop? How should we conceptualize the links between social life and the development of thought, and how do individuals and society contribute to these processes?  The book is intended for philosophers, primatologists, anthropologists, biologists, sociologists, and developmental and educational psychologists interested in social development, social cognition, and developmental psychopathology. 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The authors-anthropologists, biologists, historians of science, paleontologists, and psychologists-believe that a rebirth is in progress relating to the study of these mental developments. This volume seeks to illuminate this rebirth.  The varied findings and approaches reported reveal that contemporary comparative research on mental development is in a phase of differentiation and integration. Far from being global and fused, this comparative study is a flowering field of diverse disciplinary approaches, empirical phenomena, scholarly topics, and theoretical perspectives. It focuses on the comparative phylogeny, ontogeny, and history of mentation-most notably on the comparative onset and offset ages, velocity, extent, sequencing, organization of thought, symbol, and value development. The world's leading authorities on the subject discuss the implications of the study of evolution for our models of the ontogenetic origins, development, and history of mentation, as well as determine the constraints that evolution imposes on mental development.  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A mind does not reside in one person but in relationships and communities, composed of many people's interconnected minds, which mutually support and define each other. From the start and throughout life, each person develops strengths and vulnerabilities in important relationships in communities and cultures. Those relationships are so central to each person's activity and experience that without them, no scientific explanation can even begin to analyze mind and action. There is no mind without other people. There is no psychological vulnerability that does not involve others.   The contributors to this book aim to establish a firm foundation for the role of relationships in human activity and health and to promote strong research by bringing together in one place most of the best research and theory on development and relationships. 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The next section focuses on the corrections presumed to exist between the conceptions of self and the conceptions of mental life. Each chapter offers additional information on the dynamics of temperament, attachment, personality, and regulation. Part III is concerned with cultural contexts that frame developing conceptions of self and mental life. Finally, the last section situates conceptions of mental life directly and dramatically in the social contexts of their making.  Readers will find in these pages a programmatic effort variously attuned to selves and minds as dynamic and structured, present and represented, felt and known, non-languaged and storied, and embodied and theorized. 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The theoretical perspectives covered include constructivism, connectionism, theory-theory, information processing, dynamical systems, and social constructivist approaches. The research areas span imitation, mathematical reasoning, biological knowledge, language development, and theory of mind.  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Since Helmholtz, there has been increasing concern in the life sciences about the role of reductionism in the construction of knowledge. Is psychophysics really possible? Are biological phenomena just the deducible results of chemical phenomena? And if life can be reduced to molecular mechanisms only, where do these miraculous molecules come from, and how do they work? On a psychological level, people wonder whether psychological phenomena result simply from genetically hardwired structures in the brain or whether, even if not genetically determined, they can be identified with the biochemical processes of that organ. In sociology, identical questions arise.  If physical or chemical reduction is not practicable, should we think in terms of other forms of reduction, say, the reduction of psychological to sociological phenomena or in terms of what Piaget has called the \"reduction of the lower to the higher\" (e.g., teleology)? 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Contemporary issues that frame alternative understandings of the nature of meaning - nativist vs. constructivist positions, and computational vs. embodied mind contexts - are examined as they impact on the investigation of meaning. Comparative, cognitive, and linguistic developmental dimensions of meaning are described and discussed.","brand":"WoB","offers":[{"title":"- \/ - \/ INTERNAL","offer_id":53625868255505,"sku":null,"price":0.0,"currency_code":"GBP","in_stock":true},{"title":"US \/ VERY_GOOD \/ SBYB","offer_id":53625868681489,"sku":"CIN0805812113VG","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/9780805812114.jpg?v=1780686023"},{"product_id":"thought-and-emotion-book-d-j-bearison-9780898595307","title":"Thought and Emotion","description":"First published in 1985. 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