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 83
... tion problem we have been using as an example , the older child can exhibit reversibility of thought or reversible mental operations in two distinct ways . On the one hand , he may recognize that the effect of the initial pouring of the ...
... tion problem we have been using as an example , the older child can exhibit reversibility of thought or reversible mental operations in two distinct ways . On the one hand , he may recognize that the effect of the initial pouring of the ...
Page 151
... tion " might be neither wholly innate and therefore present at birth , nor acquired as a function of subsequent perceptual experience ; instead , it might develop gradually during infancy , but by means of some largely endogenous ...
... tion " might be neither wholly innate and therefore present at birth , nor acquired as a function of subsequent perceptual experience ; instead , it might develop gradually during infancy , but by means of some largely endogenous ...
Page 246
... tion and other concrete - operational accomplishments occurred in such an abrupt , metamorphosis - like fashion , it would seem wholly natural to speak of stages . Indeed , even that abrupt a quantitative change would seem somewhat ...
... tion and other concrete - operational accomplishments occurred in such an abrupt , metamorphosis - like fashion , it would seem wholly natural to speak of stages . Indeed , even that abrupt a quantitative change would seem somewhat ...
Contents
INFANCY | 14 |
EARLY AND MIDDLE CHILDHOOD | 61 |
ADOLESCENCE | 101 |
Copyright | |
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ability acoustic dimension acquired acquisition actions adolescence adult assimilation attention baby basic become behavior centration changes Chap cognitive development cognitive growth cognitive processes cognitive system concrete-operational conservation course described developmental developmental psychologists differentiation earlier early childhood environment example experience experimenter fact Flavell formal-operational function human identity imitation infant initial input instance interesting kind knowledge learning logical look means memory strategies ment mental metacognition metamemory middle-childhood mnemonic object concept object permanence older ontogenesis patterns perceptual person Piaget Piagetian possible present problem psychological psychologists questions reason recall referent rehearsal relation remember retrieval schemes semiotic sense sensory-motor sequence seriation skills social attachment social cognition sort specific speech perception spontaneously Stage stimulus storage structure subjects symbolic task situation theory things thinking tion transitive inference understanding verbal versus visual visual percepts visual system Wohlwill young child younger