- Jean-Louis ADRIEN, Service Pédopsychiatrie, C.H.R de Tours, France
- Grazia ATTILI, Istituto di Psicologia del CNR, Italie
- Monique BALLION, Institut National de Recherche Pédagogique, France
- Bernadette BRESARD, Groupe de Recherche sur les Anthropoïdes, MNHN, France
- Alain BROSSARD, Séminaire de Psychologie, Université de Neufchâtel, Switzerland
- Peter E. BRYANT, Department of Experimental Psychology, University of Oxford, UK
- Michael J.CHANDLER, Department of Psychology, University of British Columbia, Canada
- Jean-Pierre CHANGEUX, Unité de Neurobiologie Moléculaire Institut Pasteur, France
- Jean CHAVAILLON, Maître de Recherches, CNRS-5e circonscription, France
- Dorothy CHENEY, Department of Anthropology, University of California, Los Angeles, USA
- Verena DASSER, Zoologisches Institut, Universität Zurich-Irchel, Switzerland
- Willem DOISE, Faculté de Psychologie et des Sciences de l’Education, Université de Genève, Switzerland
- M. A.H. FYSSEN, Fondation Fyssen
- Willard W. HARTUP, Institute of Child Development, University of Minnesota, USA
- Robert A. HINDE, MRC Unit on the Development and Integration of Behaviour, Cambridge University, UK
- Antonio LANNACONA, Istituto di Psicologia dell’Università di Salerno, Facoltà di Lettere, Italy
- Nada IGNJATOVIC-SAVIC, Filozofski Fakulted, Cika Ljubina, Yugoslavia
- Lothar KRAPPMANN, Max-Planck-Institut für Bildungsforschung, RFA
- Helgard KREMIN, Laboratoire de Pathologie du Langage, Inserm U111, France
- Hans KUMMER, Ethologie und Wildforschung, Universität Zurich-Irchel, Switzerland
- Marie-Christine LACOUR, Etudiante en 3e cycle en Psycholinguistique à Paris VII option Ethologie, France
- Bruno LATOUR, Maître de Recherches, ENS des Mines, Centre de Sociologie de l’Innovation, France
- Alain LEGENDRE, Laboratoire de Psychobiologie de l’Enfant, France
- Marie-Thérèse LENORMAND, Inserm U3, Pr. Scherrer, Hôpital de la Salpétrière, France
- Anne-Nelly PERRET CLERMONT, Séminaire de Psychologie, Université de Neuchâtel, Switzerland
- Jacques PERRIAULT, Directeur de Département, Institut National de Recherche Pédagogique, France
- Marian RADKE-YARROW, Chief, Laboratory of Developmental Psychology, Department of Health and Human Services, National Institutes of Health, USA
- Michel RUTTER, Department of Child and Adolescent, Psychiatry, Intitute of Psychiatry, UK
- Robert L. SELMAN, Department of Psychiatry, Judge Baker Guidance Center, USA
- Robert Seyfarth, Department of Anthropology, University of California, Los Angeles, USA
- Tracy SHERMAN, Laboratory of Developmental Psychology, Department of Health and Human Services, National Institutes of Health, Maryland, USA
- Myrna B. SHURE, Hahnemann University, Preventive Intervention Research Center, USA
- Mira STAMBAK, Institut National de Recherche Pédagogique, France
- Joan STEVENSON-HINDE, MRC unit on the Development and Integration of Behaviour, Cambridge University, UK
- Serge STOLERU, Institut Universitaire des Sciences Psychosociales et Neurobiologiques, France
- Barbara TIZARD, Thomas Coram Research Unit, UK
- Jacques VAUCLAIR, Département de Pscyhologie Animale, CNRS-INP9, France
- Lawrence WEISKRANTZ, Department of Experimental Psychology, university of Oxford, UK
- James V.WERTSCH, Department of Linguistics, Northwestern University, College of Arts and Sciences, USA
Most children grow up in a nuclear or extended family, interacting first with one or two parents, and then with siblings, with relations, and with friends, networks which constitute the most important part of the child’s environment. This volume considers the interplay between an individual’s social interactions and his cognitive development, tracing the effects on this interplay on children of a variety of ages, and discussing the role of conflict, the neo-Piagetian and Vygotskyan approaches, and therapies to increase social competence. The book demonstrates that cognitive development is closely related to other aspects of the individual, including emotions.
