Childhood Cognitive Development
The Essential Readings
Published on 8. January 2000
Book
Paperback/Softback
352 pages
978-0-631-21656-8 (ISBN)
Description
Cognitive development research as a field of developmental science has existed for almost a century. During this time, particularly in the last 50 years, tremendous advances have been made in our understanding of how the child's mind works.Like any other field of scientific enquiry, cognitive development research is constantly evolving, undergoing its own exciting developments. Childhood Cognitive Development: The Essential Readings introduces the reader to this dynamic subject and to some of the current research controversies. Each of the articles has been chosen for its clear reflection of the evolution and diversity of research and thinking within the area of cognitive development, together with its accessibility to students at all levels. Written by leading researchers such as Jean Piaget, John Flavell, and Uta Frith, the articles are both introduced and contextualized by the editor, and suggestions for further reading give students an ideal starting point for the exploration of the key topics in childhood cognitive development.
More details
Series
Language
English
Place of publication
Oxford
United Kingdom
Publishing group
John Wiley and Sons Ltd
Target group
College/higher education
Professional and scholarly
Dimensions
Height: 229 mm
Width: 152 mm
Weight
609 gr
ISBN-13
978-0-631-21656-8 (9780631216568)
Copyright in bibliographic data is held by Nielsen Book Services Limited or its licensors: all rights reserved.
Schweitzer Classification
Content
Preface. Introduction: What is cognitive development research and what is it for? --- An introduction: Lee, K. 1. History and Future of Cognitive Development Research. Cognitive Development: Past, Present, and Future: Flavell, J. H. 2. Piaget's Theory. Piaget's Theory: Piaget, J. 3. Developmental Research Method (Microgenetic Method). Cognitive Variability: A key to understanding cognitive development: Siegler, R. 4. Information Processing and Connectionism. Development in a connectionist framework: rethinking the Nature-Nurture debate: Plunkett, K. 5. Motor Learning and Development. Three-Month-Old Infants can Learn Task-Specific Patterns on Interlimb Coordination: Thelen, Esther. 6. Attention. Facilitation of Saccades toward a Covertly Attended Location in Early Infancy: Johnson, M. H., Posner, M. I., & Rothbart, M. K. 7. Perceptual Development: Young Infants' Perception of Object Unity: Implications for Development of Attentional and Cognitive Skills: Johnson, S. P. 8. Early Numerical Knowledge. Infants Possess a System of Numerical Knowledge: Wynn, K. 9. Intentionality and Imitation. Understanding of the Intentions of Others: Re-Enactment of Intended Acts by 18-Months-Old Children: Meltzoff, A. 10. Theory of Mind. Children's Understanding of Representational Change and Its Relation to the Understanding of False Belief and the Appearance-Reality Distinction: Gopnik, A. & Astington, J. W. 11. Memory and Suggestibility. The Suggestibility of Young Children: Bruck, M., & Ceci, S. 12. Language. Why do Children say "Breaked"? Marcus, G. F. 13. Symbolic Development. Rapid Change in the Symbolic Functioning of Very Young Children: DeLoache, J. 14. Spatial Knowledge and Gender Differences. The Water-Level Task: An Intriguing Puzzle: Vasta, R., & Liben, L. S. 15. Mathematical Knowledge. Preschool Origins of Cross-National Differences in Mathematical Competence: The Role of Number-Naming Systems: Miller, K. F., Smith, Catherine, M., Zhu, J., & Zhang, H. 16. Scientific Reasoning. Young Children's Psychological, Physical, and Biological Explanations: Wellman, H. M., Hickling, A. K., & Schult, C. A. 17. Physical Knowledge. The Development of Beliefs about Falling Objects: Kaiser, Proffitt, & McCloskey. 18. Moral Understanding. Lying and Truthfulness: Children's Definitions, Standards, and Evalutive Reactions: Bussey, K. 19. Cognitive Developmental Pathology. Cognitive Explanation of Autism: Frith. U. Index.