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  1. Christina E. Erneling (forthcoming). The Importance of Jean Piaget. Philosophy of the Social Sciences:0048393112454994.
    Jean Piaget, along with Sigmund Freud and B. F. Skinner, is one of the most influential thinkers in psychology. His influence on developmental and cognitive psychology, pedagogy and the so-called cognitive revolution is without doubt. The contributors to the book under review aim to show his past, contemporary as well as future relevance to important areas of psychology. I argue that they fail because they use Piaget’s own terminology, instead of explaining his ideas and relevance in a way accessible to (...)
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  2. Christina E. Erneling (2010). Towards Discursive Education: Philosophy, Technology and Modern Education. Cambridge University Press.
    Machine generated contents note: Introduction; 1. The infantilization of learning; 2. Computer technologies and pedagogy; 3. Piaget and natural learning; 4. Piaget's conception of the framework: from instincts to intentionality; 5. The infant as scientist; 6. The socio-cultural approach to learning; 7. Towards discursive education; Appendix.
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  3. Christina E. Erneling (2010). The Limits of Mindreading. Philosophy of the Social Sciences 40 (1):172-177.
    Contemporary cognitive psychology is dominated by an individualistic and mentalistic approach to the mind.This Cartesian heritage is evident in studies of social understanding, that is, how we understand others. It is argued that this approach and metaphors like reading minds have failed, and should be replaced with a discursive approach, where public and shared socio-linguistic intenand normative activities order and shape individual mental activities.
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  4. Christina E. Erneling (2005). Is Cognitive Development Equivalent to Scientific Development? In Christina E. Erneling & David Martel Johnson (eds.), The Mind as a Scientific Object: Between Brain and Culture. Oup Usa.
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  5. Christina E. Erneling & D. Johnson (eds.) (2005). Mind As a Scientific Object. Oxford University Press.
  6. David Martel Johnson & Christina E. Erneling (eds.) (2005). The Mind As a Scientific Object. Oup.
    What holds together the various fields, which - considered together - are supposed to constitute the general intellectual discipline that people now call cognitive science? Some theorists identify the common subject matter as the mind, but scientists have not been able to agree on any single, satisfactory answer to the question of what the mind is. This book argues that all cognitive sciences are not equal, and that rather only neurophysiology and cultural psychology are suited to account for the mind's (...)
     
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  7. Christina E. Erneling (ed.) (2004). The Mind As a Scientific Object: Between Brain and Culture. Oxford University Press.
    Clearly the Cartesian ontological commitments that have dominated the scientific study of the mind up to the present have not been helpful. ...
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  8. David Martel Johnson & Christina E. Erneling (eds.) (1997). The Future of the Cognitive Revolution. Oxford University Press.
    The basic idea of the particular way of understanding mental phenomena that has inspired the "cognitive revolution" is that, as a result of certain relatively recent intellectual and technological innovations, informed theorists now possess a more powerfully insightful comparison or model for mind than was available to any thinkers in the past. The model in question is that of software, or the list of rules for input, output, and internal transformations by which we determine and control the workings of a (...)
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  9. David Martel Johnson & Christina E. Erneling (eds.) (1997). The Future of the Cognitive Revolution, Chapter 11. Oxford University Press.
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  10. Christina E. Erneling (1993). Understanding Language Acquisition: The Framework of Learning. State University of New York Press.
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