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The significance of Piaget's researches into developmental epistemology has long been apparent to psychoanalytic investigators. A number of psychoanalysts have constructed bridges between various aspects of Piaget's observations and formulations and psychoanalytic theory, but until now no one has been ambitious enough to attempt a total integration of the two sets of theoretical constructions.
In this volume, Greenspan has gone beyond his earlier effort to elaborate a detailed "psychoanalytic learning perspective"1 by