| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Children's understanding of belief as a normative concept
|
Koenig, Melissa A.
|
|
2002
|
|
2-3 |
p. 107-130
24 p.
|
artikel
|
| 2 |
Children's understanding of interpretation
|
Lalonde, Christopher E
|
|
2002
|
|
2-3 |
p. 163-198
36 p.
|
artikel
|
| 3 |
Commentary on Vygotsky's criticisms of Language and thought of the child and Judgement and reasoning in the child
|
Piaget, Jean
|
|
2000
|
|
2-3 |
p. 241-259
19 p.
|
artikel
|
| 4 |
Constraint and cooperation in algebraic problem solving
|
Schliemann, Analúcia D
|
|
2000
|
|
2-3 |
p. 157-169
13 p.
|
artikel
|
| 5 |
Disentangling the course of epistemic development: parsing knowledge by epistemic content
|
Hallett, Darcy
|
|
2002
|
|
2-3 |
p. 285-307
23 p.
|
artikel
|
| 6 |
Editorial Board
|
|
|
2002
|
|
2-3 |
p. IFC-
1 p.
|
artikel
|
| 7 |
Editor's introduction
|
Kitchener, R.F
|
|
2000
|
|
2-3 |
p. 119-120
2 p.
|
artikel
|
| 8 |
Folk epistemology: An introduction
|
Kitchener, Richard F
|
|
2002
|
|
2-3 |
p. 89-105
17 p.
|
artikel
|
| 9 |
Index
|
|
|
2000
|
|
2-3 |
p. 281-
1 p.
|
artikel
|
| 10 |
On respect
|
Lightfoot, Cynthia
|
|
2000
|
|
2-3 |
p. 177-185
9 p.
|
artikel
|
| 11 |
Personal epistemology and theory of mind: deciphering young children's beliefs about knowledge and knowing
|
Burr, Jean E
|
|
2002
|
|
2-3 |
p. 199-224
26 p.
|
artikel
|
| 12 |
Piaget: from biology to sociology
|
Moessinger, Pierre
|
|
2000
|
|
2-3 |
p. 171-176
6 p.
|
artikel
|
| 13 |
Piaget's ‘Sociological Studies’
|
Harreé, R
|
|
2000
|
|
2-3 |
p. 135-138
4 p.
|
artikel
|
| 14 |
Piaget's sociology revisited
|
Mays, Wolfe
|
|
2000
|
|
2-3 |
p. 261-275
15 p.
|
artikel
|
| 15 |
Reflections on Piaget's sociological studies
|
Furth, H.G
|
|
2000
|
|
2-3 |
p. 121-133
13 p.
|
artikel
|
| 16 |
Science undergraduates’ and graduates’ epistemologies of science: the notion of interpretive frameworks
|
Thoermer, Claudia
|
|
2002
|
|
2-3 |
p. 263-283
21 p.
|
artikel
|
| 17 |
Skills, tasks, and definitions: discrepancies in the understanding and data on the development of folk epistemology
|
Strohm Kitchener, Karen
|
|
2002
|
|
2-3 |
p. 309-328
20 p.
|
artikel
|
| 18 |
Sociocultural critique of Piaget and Vygotsky
|
Matusov, Eugene
|
|
2000
|
|
2-3 |
p. 215-239
25 p.
|
artikel
|
| 19 |
Theory of mind and epistemological development: the relation between children's second-order false-belief understanding and their ability to reason about evidence
|
Astington, Janet Wilde
|
|
2002
|
|
2-3 |
p. 131-144
14 p.
|
artikel
|
| 20 |
The role of experience in children's developing folk epistemology: review and analysis from the theory–theory perspective
|
Bartsch, Karen
|
|
2002
|
|
2-3 |
p. 145-161
17 p.
|
artikel
|
| 21 |
The role of social interaction in Piaget's theory: language for social cooperation and social cooperation for language
|
Müller, Ulrich
|
|
2000
|
|
2-3 |
p. 139-156
18 p.
|
artikel
|
| 22 |
Toward the integration of objectivity and subjectivity: epistemological development from 10 to 16
|
Mansfield, Annick F
|
|
2002
|
|
2-3 |
p. 225-262
38 p.
|
artikel
|
| 23 |
Volume Contents and Author Index
|
|
|
2002
|
|
2-3 |
p. I-V
nvt p.
|
artikel
|
| 24 |
Vygotsky, Piaget, and Education: a reciprocal assimilation of theories and educational practices
|
DeVries, Rheta
|
|
2000
|
|
2-3 |
p. 187-213
27 p.
|
artikel
|
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