Mental disorders in the elderly

S. Z. Langer, Giorgio Racagni

This volume argues that while 20th century educational psychology has made important advances, a time for reassessment has arrived. Recent years have seen the rise of neo-Vygotskian analysis and situated cognition within the discipline of cognitive psychology. The authors of this work have picked up where these theories leave off, to more fully develop the specific connections between the social and the psychological dimensions of learning theory and educational psychology.

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