Theorien der kognitiven Entwicklung - SpringerLink
Im vorliegenden Kapitel werden fünf besonders einflussreiche Theorien der kognitiven Entwicklung untersucht: die Theorie von Jean Piaget, ...
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2. [Entwicklungspsychologie im Kindes- und Jugendalter](/book/10.1007/978-3-662-62772-3)
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# Theorien der kognitiven Entwicklung

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- First Online: 10 November 2021

- pp 131–175
- [Cite this chapter](#citeas)

[![](https://media.springernature.com/w72/springer-static/cover-hires/book/978-3-662-62772-3?as=webp)Entwicklungspsychologie im Kindes- und Jugendalter](/book/10.1007/978-3-662-62772-3)

- [Robert Siegler](#auth-Robert-Siegler) [8](#Aff8),
- [Jenny R. Saffran](#auth-Jenny_R_-Saffran) [9](#Aff9),
- [Elizabeth T. Gershoff](#auth-Elizabeth_T_-Gershoff) [10](#Aff10) &
- …
- [Nancy Eisenberg](#auth-Nancy-Eisenberg) [11](#Aff11)

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## Zusammenfassung

Im vorliegenden Kapitel werden fünf besonders einflussreiche Theorien der kognitiven Entwicklung untersucht: die Theorie von Jean Piaget, der Informationsverarbeitungsansatz, die domänenspezifischen Ansätze und Kernwissenstheorien, die soziokulturelle Perspektive sowie die Perspektive dynamischer Systeme. Wir erläutern hierzu die ihnen zugrunde liegenden theoretischen Annahmen über das Wesen von Kindern, ihre zentralen Fragestellungen und geben praktische Beispiele für ihre pädagogische Anwendbarkeit.


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## Author information

### Authors and Affiliations

1. Teachers College, Columbia University, New York, USA

Robert Siegler

2. Department of Psychology, University of Wisconsin-Madison, Madison, USA

Jenny R. Saffran

3. Population Research Center, University of Texas at Austin, Austin, USA

Elizabeth T. Gershoff

4. Department of Psychology, Arizona State University, Tempe, USA

Nancy Eisenberg


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### Cite this chapter

Siegler, R., Saffran, J.R., Gershoff, E.T., Eisenberg, N. (2021). Theorien der kognitiven Entwicklung.

In: Entwicklungspsychologie im Kindes- und Jugendalter. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-662-62772-3\_4

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