Cognitive DevelopmentCutting-edge and "big-picture" in perspective, this popular introduction to cognitive development focuses on both the fascinating nature of children's thinking and the excitement and change in work in this area. Using an integrated topical approach, it explores the developmental aspects of social cognition, perception, memory, and language. Theoretically balanced, it considers the full spectrum of approaches--from Piaget's developmental stages, to information-processing (including connectionism), dynamic systems, contextual, theory-change, neo-Piagetian, evolutionary, neuroscience, and constraint approaches. Infant Perception. Infant Cognition. Representation and Concepts. Reasoning and Problem Solving. Social Cognition/Theory of Mind. Memory. Language. For anyone interested in child development, including parents, students, and those in psychology, social work, education, etc. |
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Page 109
... appears at the present moment and the way it really is ( Flavell , 1986 ) . Similarly , just as someone can feel sad but appear to be happy , an object can appear one way but really be another way . Children who cannot make this ...
... appears at the present moment and the way it really is ( Flavell , 1986 ) . Similarly , just as someone can feel sad but appear to be happy , an object can appear one way but really be another way . Children who cannot make this ...
Page 111
... ( appear- ance - reality distinction ) , and two people's perceptual views or beliefs can differ ( perspective taking ) . These concepts appear to emerge in a child at about the same time and are positively correlated with one another ...
... ( appear- ance - reality distinction ) , and two people's perceptual views or beliefs can differ ( perspective taking ) . These concepts appear to emerge in a child at about the same time and are positively correlated with one another ...
Page 348
... appear to be qualitative rather than quanti- tative , at least at some level of analysis . Cognitive growth is gradual - perhaps very gradual rather than abrupt . Although diagnostic problems make it difficult to tell for sure , it does ...
... appear to be qualitative rather than quanti- tative , at least at some level of analysis . Cognitive growth is gradual - perhaps very gradual rather than abrupt . Although diagnostic problems make it difficult to tell for sure , it does ...
Contents
two Infancy | 22 |
three Early Childhood | 76 |
four Middle Childhood and Adolescence | 131 |
Copyright | |
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ability acquired acquisition actions activities adults appear approach babies become begin behavior beliefs capacity causes Chapter Child Development cognitive development competence complex concepts contrast described developmental discussed earlier early effect emotions evidence example experience experimenter expression fact feelings Finally Flavell function given human important increase infants inference instance interesting involves kinds knowledge language later learning less limited look means memory mental mind months mother nature objects older particular pattern perception performance person physical Piaget play possible predict preschoolers present Press problem Psychology question reasoning recall recent refer relations remember representations response retrieval rules sense sequence similar situation skills social sort sounds specific speech Stage strategy structure subjects suggests task tend theory things thinking thought tion understanding various visual young children