Abstract
One of the most basic and long-standing divisions in empirical psychology is that between the “social” and “cognitive” domains. Over the past decade, this division has been being slowly eroded from both sides. Within developmental psychology, social psychologists are asking how age-related changes in cognitive ability affect social understanding and social reasoning (e.g., Shantz, 1983), while cognitive developmentalists are emphasizing the role of social interaction in cognitive development (e.g., Olson, 1980; Bruner, 1983; Rogoff & Wertsch, 1984; Wertsch, 1979).Butterworth (1982) notes with regret that as yet.
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French, L.A. (1985). Real-World Knowledge as the Basis for Social and Cognitive Development. In: Pryor, J.B., Day, J.D. (eds) The Development of Social Cognition. Springer, New York, NY. https://doi.org/10.1007/978-1-4612-5112-5_7
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