For some time now, the study of cognitive development has been far and away the most active discipline within developmental psychology. Although there would be much disagreement as to the exact proportion of papers published in developmen tal journals that could be considered cognitive, 50% seems like a conservative estimate. Hence, a series of scholarly books to be devoted to work in cognitive development is especially appropriate at this time. The Springer Series in Cognitive Development contains two basic types of books, namely, edited collections of original chapters by several authors, and original volumes written by one author or a small group of authors. The flagship for the Springer Series will be a serial publication of the "advances" type, carrying the subtitle Progress in Cognitive Development Research. Each volume in the Progress sequence will be strongly thematic, in that it will be limited to some well-defined domain of cognitive-developmental research (e. g. , logical and mathematical de velopment, semantic development). All Progress volumes will be edited collec tions. Editors of such collections, upon consultation with the Series Editor, may elect to have their books published either as contributions to the Progress sequence or as separate volumes. All books written by one author or a small group of authors will be published as separate volumes within the series. A fairly broad definition of cognitive development is being used in the selection of books for this series.
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Für höhere Schule und Studium
Research
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ISBN-13
978-0-387-90648-5 (9780387906485)
DOI
10.1007/978-1-4613-9475-4
Schweitzer Klassifikation
1 Two Decades of Referential Communication Research: A Review and Meta-Analysis.- Design of This Review.- Frequently Studied Variables in Referential Communication Research.- Effects of Egocentrism and Role Taking.- Effects of Training.- Current Trends and Future Directions in Referential Communication Research.- Appendix: References Included in Meta-Analysis.- References.- 2 Bilingual and Second Language Acquisition in Preschool Children.- Simultaneous Acquisition of Two Languages.- Sequential Acquisition of a Second Language.- Metalinguistic Awareness.- References.- 3 Cognitive Processes and Reading Disability: A CritiqueProposal.- Traditional Views.- An Alternative Proposal.- Summary and Conclusions.- Reference Notes.- References.- 4 Acquisition of Word Meaning in the Context of the Development of the Semantic System.- Types of Semantic Relations.- Word-Meaning Relations.- Developmental Considerations.- Principles of Semantic Development.- Development of Substantive Word Meaning.- Nature of the Substantive Word Meaning Semantic Field.- Development of Other Types of Word Meaning.- Concluding Remarks.- References.- 5 Memory Strategy Instruction with Children.- Overview of Memory Tasks and Strategies.- Strategy Instruction and Learning Gains.- Which Children Benefit from Strategy Training?.- Memory Strategy Instruction in the Future.- Final Comments.- Reference Notes.- References.- 6 Children's Understanding of Stories: A Basis for Moral Judgment and Dilemma Resolution.- Inferring and Using Intent Information from Different Sources.- Experiment 1.- Understanding and Resolving Dilemmas.- Experiment 2.- General Discussion.- References.- 7 Verbal Processing in Poor and Normal Readers.- Definition of the Population.- Components of Word Identification.- Primacy of Verbal Processes in the Acquisition of Skill in Reading.- Nonverbal Deficit Theories.- Verbal Deficit Hypothesis.- Summary and Conclusions.- References.- 8 Growing Up Explained: Vygotskians Look at the Language of Causality.- Structuralism: Causal Language as the Window on Reason.- Functionalism: Building a World of Shared Meanings.- Dialectics: The Tools and Results of Causality.- References.
