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Special Issues

JPS produces an Annual Special Issue of Cognitive Development.

Sneak preview of the next Special Issue!

If you are interested in being the Guest Editor for one of these issues, see the Guidelines for Special Issue Proposals.

Cognitive Development (Deanna Kuhn, ed.)

Cognitive Development is the official journal of the Jean Piaget Society.

JPS members receive this quarterly journal at a special low subscription rate as part of their membership benefits. Members also receive the annual Symposium Series Volume.

Cognitive Development includes articles dealing with social cognition and development that are of particular interest to JPS members. Deanna Kuhn, the current editor, is also open to theoretical articles that are brief, and interesting. The editorial office for Cognitive Development is now accepting electronic submissions. For details, visit: http://authors.elsevier.com/journal/cogdev

To insure a JPS contribution, the board will select a special issue editor each year to produce one volume. If you are interested in acting as editor for one of these special issues, see: Guidelines for Special Issue Proposals.

We are very excited to be able to bring this new benefit to the JPS membership. The cost of the adding Cognitive Development as a membership benefit is reflected in a $35 increase to our yearly dues. The journal is optional for Student Members. See the on-line membership form.

Table of Contents—Current Issue Volume 22, Issue 1, Pages 1-148 (January-March 2007) Editorial—Deanna Kuhn Farewell editorial—Peter Bryant Contribution of the visual perception and graphic production systems to the copying of complex geometrical drawings: A developmental study    Serge Bouaziz and Annie Magnan Baby do–baby see!: How action production influences action perception in infants    Petra Hauf, Gisa Aschersleben and Wolfgang Prinz The effects of age and cue-action reminders on event-based prospective memory performance in preschoolers    Matthias Kliegel and Theodor Jäger “This way!”, “No! That way!”—3-year olds know that two people can have mutually incompatible desires    Hannes Rakoczy, Felix Warneken and Michael Tomasello The role of ‘action-effects’ and agency in toddlers’ imitation    Dalia Danish and James Russell Writing and reading skills as assessed by teachers in 7-year olds: A behavioral genetic approach    Bonamy R. Oliver, Philip S. Dale and Robert Plomin Mainland Chinese and Canadian adolescents’ judgments and reasoning about the fairness of democratic and other forms of government    Charles C. Helwig, Mary Louise Arnold, Dingliang Tan and Dwight Boyd Choosing between hearts and minds: Children's understanding of moral advisors    Judith H. Danovitch and Frank C. Keil Negative priming effect after inhibition of weight/number interference in a Piaget-like task    Olivier Schirlin and Olivier Houdé Children's knowledge of the relation between intentional action and pretending    David M. Sobel The executive demands of strategic reasoning are modified by the way in which children are prompted to think about the task: Evidence from 3- to 4-year-olds    Daniel J. Carroll, Ian A. Apperly and Kevin J. Riggs

For more information on Cognitive Development, visit the Elsevier web site

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