3-system Theory Of The Cognitive Brain : A Post-piagetian Approach To Cognitive Development

3-SYSTEM THEORY OF THE COGNITIVE BRAIN 3-System Theory of the Cognitive Brain: A Post-Piagetian Approach to Cognitive Development puts forward Olivier Houdé’s 3-System theory of the cognitive brain, based on numerous post-Piagetian psychological and brain imaging data acquired from children and adults. This ground-breaking theory simultaneously anchors itself in a deep understanding of the history of psychology and fuels current debates on thinking, reasoning and cognitive development. Spanning the long-term history of psychology, from Plato and Aristotle to more current experimental psychology, this pioneering work goes beyond the approaches of Kahneman (i.e. System 1 theory) and Piaget (i.e. System 2 theory) to put forward a theory in which the inhibitory-control system (i.e. System 3) takes precedence. Houdé argues that the brain contains a third control system located in the prefrontal cortex which is dedicated to inhibiting Kahneman’s intuitive heuristics system and activating Piaget’s logical algorithms system anywhere in the brain on a case-by-case basis, depending on the goal and context of the task. 3-System Theory of the Cognitive Brain simultaneously explains the early logical abilities discovered in babies, the dynamic, strategic and non-linear process of cognitive development in children, and the fast heuristics and biases observed in adults. Houdé considers the exciting implications of this theory on neuroeducation using examples from the classroom. This book is essential reading for students and researchers in cognitive development and education, child psychology, reasoning and the neurosciences. Olivier Houdé is Professor of Psychology at the University of Paris and the honorary director of the Laboratory for the Psychology of Child Development and Education (LaPsyDÉ) at the Sorbonne. He is the Editor-in-Chief of the Dictionary of Cognitive Science (Routledge, 2004) and the co-Editor-in-Chief of The Cambridge Handbook of Cognitive Development (forthcoming). Essays in Developmental Psychology North American Editors: Henry Wellman University of Michigan at Ann Arbor UK Editors: Claire Hughes University of Cambridge Michelle Ellefson University of Cambridge Essays in Developmental Psychology is designed to meet the need for rapid publication of brief volumes in developmental psychology. The series defines developmental psychology in its broadest terms and covers such topics as social development, cognitive development, developmental neuropsychology and neuroscience, language development, learning difficulties, developmental psychopathology and applied issues. Each volume in the series will make a conceptual contribution to the topic by reviewing and synthesizing the existing research literature, by advancing theory in the area, or by some combination of these missions. The principal aim is that authors will provide an overview of their own highly successful research program in an area. It is also expected that volumes will, to some extent, include an assessment of current knowledge and identification of possible future trends in research. Each book will be a self-contained unit supplying the advanced reader with a well-structured review of the work described and evaluated. Published Goswami: Analogical Reasoning in Children Cox: Children’s Drawings of the Human Figure Harris: Language Experience and Early Language Development Garton: Social Interaction and the Development of Language and Cognition Bryant & Goswami: Phonological Skills and Learning to Read Collins & Goodnow: Development According to Parents For updated information about published and forthcoming titles in the Essays in Developmental Psychology series, please visit: www.routledge.com/series/ SE0532 3-SYSTEM THEORY OF THE COGNITIVE BRAIN A Post-Piagetian Approach to Cognitive Development Olivier Houdé First published in English