This book offers a unified account of major research findings and theories on the development of children's thinking from infancy to adolescence as well as the practical implications. The book examines the change processes of development, as well as the nature of the changes in language, perception, memory, conceptual understanding, and problem-solving that mark cognitive development. Eight central themes presented in the first chapter integrate and unify the presentation. It examines emerging topics such as the possibility of multiple intelligences, the influence of the social environment on children's thinking, and the role of principles in guiding learning. It discusses how children learn reading, writing, and mathematical skills, and details the learning abilities of blind, deaf, gifted, and retarded children. It highlights the major theories of cognitive development; Piaget, neo-Piagetian, information-processing, sociocultural, theory-theory, connectionist, and multiple intelligences. This is a valuable book for any parent or professional who wishes or needs a greater understanding of the ways in which children -- from infants to adolescents -- learn and develop.
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PIAGETS THEORY OF DEVELOPMENT
INFORMATIONPROCESSING THEORIES OF DEVELOPMENT
Six Specific Aspects of Childrens Thinking
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5-year-olds ability acquisition activities addend adults answer approach arithmetic asked ball basic binocular cues brain causal changes Chapter chil Child Development children's thinking cognitive development Cognitive Psychology color concepts content knowledge counting cue validities cues developmental Developmental Psychology dren dren's early effective egocentric encoding Erlbaum example experience experimenter Figure Flavell formal operations Gelman goals grammatical identify infants infer influence information-processing intelligence involves Klahr language later learning look MacWhinney meanings means-ends analysis mechanisms memory ment mental mental models mental Psychology metacognitive months of age move number of objects object permanence occur older children particular patterns perception performance phonological Piaget preoperational preschoolers presented problem solving processes produce Psychology questions reading reasoning recall relations relevant remember representations retrieval sensory memory Siegler situations skills solve problems sounds spatial stage strategies suggested synapses task tion toddlers types understanding velopment visual words young children
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