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How do we get from helpless baby to knowing teenager? What impact do iPads, social media, video games, and evolving technology have on the way children's minds develop?How we learn to think, perceive, remember, talk, reason, and learn is a central topic in psychology – and one that sees constant new research. How the Child's Mind Develops discusses the latest studies and covers all the controversies that have dogged the subject for nearly 150 years. David Cohen examines the fundamental issues of how children learn to read and write, of how their intellectual abilities are measured and the development of their morality. This fully updated Fourth Edition incorporates issues of cultural differences in brain development and skin-to-skin contact, and how they effect development, addiction to social media, the effect of trauma and stress, and emotional development.This book is an integrated and thought-provoking account of the central issues in child development. Students, parents, and professionals will find it an invaluable introduction.

This concise guide offers an accessible introduction to cognitive development in childhood and adolescence. It integrates insights from typical and atypical development to reveal fundamental aspects of human growth and development, and common developmental disorders. The topic books in this series draw on international research in the field and are informed by biological, social and cultural perspectives, offering explanations of developmental phenomena with a focus on how children and adolescents at different ages actually think, feel and act. In this volume, Stephen von Tetzchner explains key topics including: theories of cognitive development; attention, memory and executive function; conceptual development and reasoning, theory of mind; intelligence; and learning and instruction.Together with a companion website that offers topic-based quizzes, lecturer PowerPoint slides and sample essay questions, Typical and Atypical Child and Adolescent Development 4: Cognition, Intelligence and Learning is an essential text for all students of developmental psychology, as well as those working in the fields of child development, developmental disabilities and special education. The content of this topic book is taken from Stephen von Tetzchner's core textbook Child and Adolescent Psychology: Typical and Atypical Development. The comprehensive volume offers a complete overview of child and adolescent development – for more information visit www.routledge.com/9781138823396

This landmark text integrates diverse perspectives on how humans understand others'minds (or ‘theory of mind') beyond early childhood into middle childhood and adolescence. It explores how the neural, cognitive, and social changes of middle childhood and adolescence shape the ongoing development of theory of mind, and how theory of mind helps children navigate their lives. Drawing on cutting-edge research from leading international experts, this book provides a survey and analysis of the current state and future direction of the field. It is organized around three themes relating to the key issues in contemporary research. The first part focuses on the biological and cognitive bases of theory of mind in middle childhood and adolescence. The second part goes on to explore the social predictors and consequences, considering how theory of mind is shaped by social experiences and, in turn, impacts children's social lives in middle childhood and adolescence. Finally, the third part focuses on theory of mind in the context of neurodiversity, disability, and youth mental health in middle childhood and adolescence.Offering in-depth understanding for all students and scholars of developmental and cognitive psychology, neuroscience, clinical psychology and psychiatry, and education, this valuable text also identifies an agenda for future scholarship on this exciting topic.

Cognitive Development and Cognitive Neuroscience: The Learning Brain is a thoroughly revised edition of the bestselling Cognitive Development. The new edition of this full-colour textbook has been updated with the latest research in cognitive neuroscience, going beyond Piaget and traditional theories to demonstrate how emerging data from the brain sciences require a new theoretical framework for teaching cognitive development, based on learning. Building on the framework for teaching cognitive development presented in the first edition, Goswami shows how different cognitive domains such as language, causal reasoning and theory of mind may emerge from automatic neural perceptual processes. Cognitive Neuroscience and Cognitive Development integrates principles and data from cognitive science, neuroscience, computer modelling and studies of non-human animals into a model that transforms the study of cognitive development to produce both a key introductory text and a book which encourages the reader to move beyond the superficial and gain a deeper understanding of the subject matter. Cognitive Development and Cognitive Neuroscience is essential for students of developmental and cognitive psychology, education, language and the learning sciences. It will also be of interest to anyone training to work with children.

In spite of its obvious importance and popularity, the field of cognitive development remains highly fragmented due to the vast diversity of models of what knowledge and reasoning are, and how they develop. This new Classic Edition of Models of Cognitive Development aims to overcome this barrier through its careful introduction, illustrated examples, and approach to helping students think more critically about the subject.In this significant work, Richardson provides students, researchers, and comparative theoreticians with a cohesive understanding of the area by organizing diverse schools, frameworks, and approaches according to a much smaller set of underlying assumptions or preconceptions, which themselves can be historically interrelated. By understanding these, it's possible to find pathways around the area more confidently as a whole, to see the “wood” as well as the theoretical trees, and be able to react to individual models more critically and constructively.The Classic Edition of this core text will be essential reading for undergraduate and graduate students of cognitive development.

First Published in 1996. Teaching approaches for pupils with learning difficulties have often emphasized the presentation and repetition of easily manageable tasks rather than exploration, learning through mistakes and reflection. However, there is encouraging evidence that such pupils may be helped to develop effective learning approaches with marked improvements in their academic performance and self-concept. The importance of the teacher's role in facilitating pupils'reflective activity cannot be overstated. This book locates reflective experiences within classroom interaction and discusses a variety of ways in which teachers can foster reflection. These include their classroom talk, challenging activities, and the creation of an ethos where expectations are high and pupils'thinking and self-awareness are shown to be valued. Most, but not all, of the classroom research reported here was conducted in special schools for pupils with moderate learning difficulties, but the findings have implications for teachers of a wide range of pupils, in both ‘special'and ‘ordinary'schools. The hope is that they will be stimulated to incorporate some of the ideas in this book into their own practice.

3-System Theory of the Cognitive Brain: A Post-Piagetian Approach to Cognitive Development puts forward Olivier Houdé's 3-System theory of the cognitive brain, based on numerous post-Piagetian psychological and brain imaging data acquired from children and adults. This ground-breaking theory simultaneously anchors itself in a deep understanding of the history of psychology and fuels current debates on thinking, reasoning and cognitive development.Spanning the long-term history of psychology, from Plato and Aristotle to more current experimental psychology, this pioneering work goes beyond the approaches of Kahneman (i.e. System 1 theory) and Piaget (i.e. System 2 theory) to put forward a theory in which the inhibitory-control system (i.e. System 3) takes precedence. Houdé argues that the brain contains a third control system located in the prefrontal cortex which is dedicated to inhibiting Kahneman's intuitive heuristics system and activating Piaget's logical algorithms system anywhere in the brain on a case-by-case basis, depending on the goal and context of the task. 3-System Theory of the Cognitive Brain simultaneously explains the early logical abilities discovered in babies, the dynamic, strategic and non-linear process of cognitive development in children, and the fast heuristics and biases observed in adults. Houdé considers the exciting implications of this theory on neuro-education using examples from the classroom. This book is essential reading for students and researchers in cognitive development and education, child psychology, reasoning and neurosciences.

How do we get from helpless baby to knowing teenager? What impact do television, computers and iPads, the internet, video games and evolving technology have on the way children's minds develop? Is cognition a question of learning and environment or of heredity? How we learn to think, perceive, remember, talk, reason and learn is a central topic in psychology - and one that sees constant new research. In this very readable book, David Cohen discusses the latest studies and covers all the controversies that have dogged the subject for nearly 150 years. He examines the work of the'greats'like Piaget, Freud and Vygotsky and shows how the issues that have intrigued psychologists relate to any child growing up today.This book is for everyone who lives with, works with or studies children. David Cohen examines the fundamental issues of how children learn to read and write, of how their intellectual abilities are measured and the development of their morality. He examines child crime and looks at how modern media affect the way the child's mind develops.This fully updated new edition of How the Child's Mind Develops, which incorporates new extracts from a mother's weekly diary, is an integrated and thought-provoking account of the central issues in child development. Parents, professionals and students will find it an invaluable introduction.

Originally published in 1974, the second volume of four (Logical Inference: Underlying Operations) provides a process-model for the solution of certain syllogistic reasoning problems. Testable predictions of the model are easily derived, and the available evidence supports the model's description of the real-time mental steps mediating these logical abilities. A theory of development, connected to the model, makes these volumes all the more important for cognitive, developmental, and educational psychologists, as well as educators and linguists.

Originally published in 1975, this volume (3 of 4) presents an expanded model of certain deductive abilities in children and adults. A partial explanation of the growth of these abilities was suggested in Volume 2 of this series, and it is amplified here, both with regard to propositional logic and the logic of class inclusion. A new methodology is employed, the issue of the effect of content in deductive reasoning is covered, and developmental questions are reformulated. Although only data from experiments with adolescents are presented here, the volume sets the stage for potentially illustrating developmental comparisons, a topic pursued in Volume 4 of this novel and inventive series.

The last decade has seen a rapid growth in our understanding of the cognitive systems that underlie mathematical learning and performance, and an increased recognition of the importance of this topic. This book showcases international research on the most important cognitive issues that affect mathematical performance across a wide age range, from early childhood to adulthood. The book considers the foundational competencies of nonsymbolic and symbolic number processing before discussing arithmetic, conceptual understanding, individual differences and dyscalculia, algebra, number systems, reasoning and higher-level mathematics such as formal proof. Drawing on diverse methodology from behavioural experiments to brain imaging, each chapter discusses key theories and empirical findings and introduces key tasks used by researchers. The final chapter discusses challenges facing the future development of the field of mathematical cognition and reviews a set of open questions that mathematical cognition researchers should address to move the field forward. This book is ideal for undergraduate or graduate students of psychology, education, cognitive sciences, cognitive neuroscience and other academic and clinical audiences including mathematics educators and educational psychologists.

In her Beijing lectures, Melissa Bowerman presents a lucid introduction and account of her research on a range of topics: how children acquire the semantics of spatial terms, how they construct categories and acquire the semantics of nouns, and how they master the semantics of verbs in early language acquisition. Bowerman also covers the learning of argument structure and expressions of end-state, with special attention to the adult speech that guides children, and hence also the role of typology in acquisition; how cross-linguistic variation affects, for example, how speakers represent ‘cutting'and ‘breaking'in different languages, and the relation of the Whorfian Hypothesis to cross-linguistic variations in the semantics of languages. Bowerman's over-riding concern throughout is with how children come to master the first language being spoken to them by their parents and caregivers.

Originally published in 1974, a wide and interesting set of intellectual abilities in children are examined here. Volume 1 of 4 (Organization of Length and Class Concepts: Empirical Consequences of a Piagetian Formalism) converts an axiomatization of classes and asymmetrical relationships (proper to Piaget's discipline of Genetic Epistemology) into a model of the development of these notions in children. Here may be one of the only attempts to derive predictive consequences from the more philosophically oriented writings of the Genevan School.

Originally published in 1993, this monograph addresses a central problem in Piaget's work, which is the temporal construction of necessary knowledge. The main argument is that both normative and empirical issues are relevant to a minimally adequate account of the development of modal understanding. This central argument embodies three main claims. One claim is philosophical. Although the concepts of knowledge and necessity are problematic, there is sufficient agreement about their core elements due to the fundamental difference between truth-value and modality. Any account of human rationality has to respect this distinction. The second claim is that this normative distinction is not always respected in psychological research on the origins of knowledge where emphasis is placed on the procedures and methods used to gain good empirical evidence. An account of the initial acquisition of knowledge is not thereby an account of its legitimation in the human mind. The third claim relates to epistemology. Intellectual development is a process in which available knowledge is used in the construction of better knowledge. The monograph identifies features of a modal model of intellectual construction, whereby some form of necessary knowledge is always used. Intellectual development occurs as the reduction of modal errors through the differentiation and coordination of available forms of modal understanding. Piaget's work continues to provide distinctive and intelligible answers to a substantive and outstanding problem.

How children's thinking develops and how it can be developed in education are among the most important questions in psychology. Studies of cognition in adults need to be supplemented by the developmental perspective, which often transforms them. Educational objectives will be most efficiently achieved only if we understand children's thought.Like all important problems, the nature of developing thinking is far from simple. A wide variety of different approaches have been taken to it, and in the few years before publication had come together to produce new understanding and new ideas. Originally published in 1983, each chapter in this book addresses itself to major issues in the area and the advances that were being made at the time.

Children think in a different way to adults. They also think differently at different ages. This book, originally published in 1984, studies the growth of those processes by means of which thinking evolves from infancy through childhood and adolescence into adulthood. It covers perception, memory, language and, above all, the development of mental ‘programmes', or strategies, through which people structure and hence comprehend the information coming to them from their environment.The study of cognitive development has obvious educational implications. Development in the pre-school period, the appropriateness of schooling for levels of cognitive competence, and the significance of ageing are just some of the issues considered.

Originally published in 1976, this fourth and final volume in a series that met with critical acclaim is concerned with a certain kind of answer to the question'What distinguishes the concepts that are a natural part of human languages from those that are merely expressible in language?'The kind of answers contemplated rely on formal properties of the logics that overlay the two sorts of concepts. The author presents a substantive theory of natural concepts which helps to make concrete the methodological proposals. In order to make the theory more manageable, it is restricted to sentential modifiers expressed in English. Although these proposals are substantive, the methodology they exemplify may be of even more significance. Some of the ideas in the author's approach derive from the work of Chomsky, and several issues relevant to the growth of logical thinking are also treated with data that speak to questions raised in Volume 3, concerning qualitative change through development. This final volume in the series will be essential reading for all concerned with both logical abilities in children, their development, and novel methodological approaches to research bearing on this and related issues.

‘How do children see the world?'is a question of immense importance which fascinates not only psychologists but also parents and all those concerned with education. In this English translation, first published in 1976, the author, who was Professor of Psychology at the René Descartes University in Paris, provided the most comprehensive review at the time of the development of visual perception in children, a field to which she herself had made a substantial contribution. Her book, which gave the first comprehensive study of the relationship between cognitive development and perceptual activities in small children, explores how they interpret visual information and gradually build up a picture of the world. The author had devoted fifteen years to research on the visual world of the child and possessed an exhaustive knowledge of the experimental literature on the subject in English, French, Russian and other languages. She saw perception as a form of knowledge which the child exploits and adapts in a variety of ways at different stages of development. This is brilliantly demonstrated in her own research on the strategies children use in judging things as ‘different'or ‘the same'and the way these relate to the structure of their perceptual organisation.This book is essential reading for anyone with a serious interest in developmental and cognitive psychology; it also provides an object lesson in the application of experimental methods. In addition the organisation of the material made it a valuable textbook for advanced undergraduate and post-graduate teaching and will still be of interest in its historical context today.

This volume adopts a unique, multidisciplinary approach to the study of the development of the human brain and early behavior. It includes chapters by researchers from several disciplines whose work addresses specific aspects of brain-behavioral interactions in development. The chapters provide strong evidence that the development of both brain and behavior is a response to biological and environmental variations.Language is also discussed, and provides a useful example of biosocial development because linguistic and brain functions and development can be examined under controlled conditions of both genetic and environmental deprivation. Research in this area has produced particularly exciting results pointing to the universality of language capacity among humans and illuminating the processes by which language competence develops.Brain Maturation and Cognitive Development provides new views in the understanding of human nature and present new, biosocially oriented research directions that are unique in their focus.

In this book, top scientists from a variety of fields investigate the development of executive function (EF), a term that encompasses a range of mental processes that together regulate our social behavior and our cognitive and emotional well-being.

Originally published in 1980, this title considers the relationship between feeling able to cope and being able to learn – that is, the interdependence of affect and cognition in children under five. It argues that in order to make full use of his cognitive capacities the child must first develop the belief that he is able to cope and be effective.When the child enters school at the age of five his behaviour will reflect the influence of various important developmental factors. It is only by understanding the nature of the interactions of these influences that one can sympathetically appreciate and, if necessary, modify the child's perception of the situation with which he is faced. The argument presented follows the discrete strands of development which form the plait of individual differential perception and draws upon the case of work of clinicians using psychoanalytic concepts, experimental investigations of infants and children, naturalistic observations and longitudinal studies, since it is believed that these contemporary, yet distinct, approaches draw attention to different aspects of the multifaceted human child. As such the book was both a useful survey of this important complex field of study at the time and is still a stimulating contribution to the debate.

learning disorder, coping, development, child

We live at the dawn of a revolution in human interrelatedness. Technological advancements in communication demand interrelatedness not only with family, friends and colleagues but also with Facebook, Twitter and LinkedIn connections. Perhaps this demand has contributed to the resurgence of efforts toward unity across social divisions toward social justice. But even as forces for solidarity are at work in the world, forces against solidarity threaten our existence and some forces work both for and against solidarity. One such force is the very nature of our humanity and in particular the role of theory of mind (ToM) in our moral lives. Theory of mind is a term defining the ability of any animal to attribute mental states to itself and others, and to understand that conspecifics have beliefs, desires and intentions; and also that these may be different from one's own. It is developed at the cross-section of epistemology, cognitive science and psychology and is also closely connected to other constructs such as meta-cognition, self-awareness; reflection, empathy etc. This book discusses the development in children, brain mechanisms and social implications of the theory of mind.

Since the publication of Vygotsky's Thought and Language in the United States, a number of North American and European investigators have conducted systematic observations of children's spontaneous private speech, giving substantial support to Vygotsky's major hypotheses — particularly those regarding the social origins of higher psychological functions. However, there still remain many vital questions about the origins, significance, and functions of private speech: How can social and private speech be validly differentiated? What kinds of social interactions promote the use of private speech? What are the sources of individual differences in the use of private speech? This unique volume addresses these and many other important questions. Characterized by a strong emphasis on original data, it reports on systematic observations of spontaneous private speech in children and adults in both laboratory and naturalistic settings. In addition to its systematic analysis of common methodological problems in the field, the book contains the most comprehensive bibliography of the private speech literature currently available.

Sandra W. Russ reviews the theory and research on pretend play and creativity, arguing that pretend play in childhood provides a foundation for adult creativity. She describes cognitive and affective processes involved in play and creativity, as well as the possible evolutionary purposes of play and its cultural variations. In particular, she highlights the importance of pretend play in helping children to access emotional memories and fantasies and presents interventions designed to encourage children s creativity.

Although originally published in France in 1951 this English translation was not published until 1975. The book supplements the authors'previous publications on the development of thought in the child and is the result of two preoccupations: how thought that is in the process of formation acts to assimilate those aspects of experience that cannot be assimilated deductively – for example, the randomly mixed; and the necessity of discovering how the mental processes work in the totality of spontaneous and experimental searchings that make up what is called the problem of ‘induction'. Induction is a sifting of our experiences to determine what depends on regularity, what on law, and what on chance.The authors examine the formation of the physical aspects of the notion of chance; they study groups of random subjects and of ‘special'subjects; and they analyse the development of combining operations which contributes to determining the relationship between chance, probability, and the operating mechanisms of the mind.

Social Learning and Cognition examines the cognitive mechanisms of social learning and the social learning determinants of cognitive competencies. The explanatory principles of social learning are applied to the highest manifestations of human intellect: judgment, language, and thought. The book also explicates a social learning perspective on the social origins of complex abilities, and how these progressively evolve as children grow older. Comprised of four chapters, this book begins with a discussion on the interrelationships among cognition, behavior change, and social learning. Cognitive explanations for human behavior, and the kinds of evidence cited by cognitive theorists in support of their position, are considered, along with the major psychological theories that address abstract, rule-governed activities. The second chapter deals with children's acquisition and refinement of language, paying particular attention to the objections and misunderstandings raised by psycholinguists to counter modeling explanations of language learning. The third chapter examines relational judgments and categorical decisions and presents evidence showing that diverse modeling procedures can be powerful influences on language and verbal behavior. The final chapter summarizes and integrates research bearing upon the effect of modeling influences on a wide diversity of conceptual activities, ranging from the formation of simple concepts to elaborate intellectual demands that involve complex styles of reasoning and strategies for seeking and organizing information. This monograph is intended for advanced undergraduates, graduate students, and professionals from such diverse fields as child development, social psychology, psychiatry, social work, clinical psychology, education, and rehabilitation.

First published in 1985. The purpose of this book reflects the 1983 Piaget Society decision to contribute some ideas to a critical problem in psychology: how the structure and function of intelligence and affectivity are developmentally related. Although this is a fundamental question in psychology, it has largely been ignored at different periods in its history. With the maturing of the cognitive sciences in the past quarter of a century, there today is a recrudescence of interest in the ways in which affect influences cognition.

Cognitive Development and Epistemology is a collection of papers delivered at a conference attended by psychologists and philosophers to explore broad issues relating to the conceptual framework needed for the explanation of human actions. The meeting is held at the State University of New York at Binghamton in September 1969. The compendium is divided into three sections. Part I deals with the relevance which the genetic study of concept development may have for the analysis of concepts. This sets the framework for subsequent discussion. The second part examines some of the specific issues in intellectual, moral, and emotional development with which a theory of cognitive development must deal. The last part seeks to assess the adequacy and relevance of this genetic developmental approach for an understanding of adult cognitive behavior. Philosophers and psychologists in the field of cognitive development and epistemology will find the text insightful.

Thinking and reasoning are key activities for human beings. In this book a distinguished set of contributors provides a wide readership with up-to-date scientific advances in the developmental psychology of thinking and reasoning, both at the theoretical and empirical levels.The first part of the book illustrates how modern approaches to the study of thinking and reasoning have gone beyond the Piagetian legacy: through the investigation of avenues previously not explored, and by demonstrating that young children have higher capacities than was assumed within the Piagetian tradition. The second part focuses upon theoretical and empirical investigations of the interplay between logic and intuition in reasoning and decision making, and how these forms of thinking evolve with age, through the general framework of what is known as dual-process theories. Contrary to Piaget's claim, it becomes apparent that elaborate adult reasoning could rely on some form of intuition.The Development of Thinking and Reasoning provides psychologists, educators and everyone interested in child development with an integrated and up-to-date series of chapters, written by prominent specialists in the areas of thinking, reasoning, and decision making.

Originally published in 1976, here is a comprehensive account of the role of cognitive styles in early childhood. The author considers the possible precursors of these styles in infancy, and offers a new classification scheme that helps to clarify the relation of cognitive styles to ability and intelligence. In separate chapters, field independence–dependence, reflection–impulsivity, breadth of categorization, and styles of conceptualization are examined, along with a chapter on the interrelationships between these styles. The final chapter integrates and critically summarizes the significance of cognitive styles during the early years of life. Throughout the volume the author attempts to link cognitive styles with other theoretical constructs (for example, unilinear versus multilinear models of development, Inhelder and Piaget's studies of classification stages), and finally, the author advances a set of seven conclusions to reflect the contemporary state of knowledge in regard to the character and function of cognitive styles during the early years of life.This volume provides information about the beginnings of cognitive styles in infancy and the course of their development in preschool years. Research is examined both from the viewpoint of developmental change and individual differences among children. The role of sex differences in cognitive styles is thoroughly examined, and, contrary to earlier claims of ‘no difference', the author convincingly demonstrates that females manifest clear-cut superiority across a wide band of cognitive functions during the pre-school years.

Until recently educators were expected to provide all the knowledge students would need to ensure their future. However, the Internet has altered conditions of learning in ways that motivate students to be more self-directed and less dependent on direct instruction. Neuroscience discoveries about brain functioning also urge schools to adopt thinking as an aspect of core curriculum. Students who acquire thinking skills needed to locate information, process and organize data, generate creative and practical ideas, communicate with all age groups, and collaborate can adapt to technology change and social evolution. Encouraging adolescents to choose some goals they pursue respects their need for autonomy. Recognizing the need to amend certain goals is important so a person knows when change in personal direction is warranted. Exploring careers in a low risk setting motivates realistic aspirations and helps students to shape their future. Employer expectations for teamwork require attention. Performing well in groups including peer and self-evaluation yields productive thinking and is conducive to mental health. The intended audience for this book is college students preparing to become teachers in preschool, elementary or secondary education. The book describes ways schools and families can support higher order thinking during childhood and adolescence. Learning that occurs outside school is ignored by tests that reflect only classroom lessons. New instruments that measure thinking are needed to enable transformation of school goals and evaluation of student progress. Shifting to a dual emphasis on thinking and learning is a challenge for teachers of all grade levels.

Metacognition, Cognition, and Human Performance, Volume 2: Instructional Practices is a collection of papers that deals with applied settings that develop and test instructional programs in the field of education. The book discusses some insights in understanding the processes involved in writing and reading. The text defines metacognition — as a mental function and the directing of this function — and reading, as well as the structure of narratives. One paper proposes a model for cognitive monitoring and early reading by developing for children three knowledge domains: function of print, form of print, and conventions of print or metacognitive constructs. Other papers analyze metacognition, instruction, the role of questioning activities, as well as the connection between metacognition and learning disabilities. One author evaluates a different perspective whether attention-related difficulties are a normal development in a young child or a disability in the older child. This author also explains meta-attention pertaining to task solving, selective attention to other stimuli, and visual search of the surrounding or for a target object. One research shows that methodologies designed to induce underachieving children to regulate their own academic behavior can improve their performance. The text can prove useful to child psychologists, behavioral scientists, and students and professors in child education.

Save time and gain confidence with Linda Pound's easy-to-read quick overview of the main cognitive development theories. If you are a Level 4/5, Foundation Degree, or undergraduate student in Early Years, Early Childhood Studies or primary education, or a professional working with young children, this title will be the ideal introduction to the main theories around cognitive development in early childhood. Easy to read and written by an expert, it covers the main theorists, the research methods they used, the key debates and issues they started and how the debates have changes over time.- Understand child development theories quickly and painlessly- Apply theories to your workplace setting- Learn what to do next with your studies

For eight years, since I began my research, my main concern has been to understand children and their world. The first step towards understanding how children think was taken in connection with my thesis, which I presented five years ago.This was a description of how children in the age group three to eight years conceive their own learning. The thesis was published in the same series as the present monograph and is entitled'The child's conception of learning'. The main emphasis in this study was on developmental psychology. As I have worked as a preschool teacher myself, I am extremely anxious that my research will be of benefit to my former colleagues. I have therefore devoted a great deal of time to writing and collaborating in numerous books of popular science. These have always been based on my own research. Now, however, the time is ripe for taking a new step, based on new research, towards understanding children and helping others to understand them., this time by publishing'Learning to learn', which is a description of how children have actually been taught to learn in preschool. In this type of study it is not a question of first obtaining results of the nature of basic research and then applying them in the educational setting, but both aspects are integrated in that the starting-point is the phenomena that are of importance to children in their everyday life.

Susanne Ott erarbeitet die Entstehung und den Verlauf von Autismus als einer pränatalen Störung im Stammhirnbereich mit Folgen in der Organisation und der Funktion der sich nachfolgend ausbildenden Systeme. Betroffen sind primär die intrinsische soziale und dialogische Gerichtetheit des Menschen sowie die Ausbildung von Empathiefunktionen und von Sprache. Den theoretischen Rahmen bildet Lurijas neuropsychologische Konzeption der raumzeitlichen Organisation des Gehirns und, konsequenterweise, der darauf aufbauenden Sprachprozesse. Die bekannten Diagnosekriterien werden in Vygotskijs Theorem «Defekt und Kompensation» eingebettet, wodurch Autismus als divergierender Entwicklungsverlauf menschlichen Seins eine neue Gewichtung und Würdigung erfährt.

Emerging Themes in Cognitive Development, Volumes I and II offer the full spectrum of current knowledge and research trends in cognitive developmental psychology. The first volume provides a foundation by describing key discoveries in new areas of research and by thoroughly examining fundamental aspects of the field, including several demonstrations of formal modeling; the gains in prediction and precision that can be won by such mathematical analyses are the hallmark of cognitive development as a maturing science. The second volume traces the development of cognitive competence - denoting a change or increment in cognitive proficiency, understanding, or mastery - and includes analyses of innovative and previously unpublished studies. The primary challenge issued by many of the authors in this volume is to ensure the incorporation of new knowledge into educational practices. These volumes, which are milestones in cognitive developmental psychology, interest every researcher in the field.

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.

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.

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 develop­ mental journals that could be considered cognitive, 50% seems like a conservative estimate. Hence, a series of scholarly books devoted to work in cognitive devel­ opment 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 is a serial publication of the'advances'type, carrying the subtitle Progress in Cognitive Development Research. Each volume in the Progress sequence is strongly thematic, in that it is limited to some well-defined domain of cognitive­ developmental research (e.g., logical and mathematical development, development of learning). All Progress volumes will be edited collections. 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 are being published as separate volumes within the series.

This book brings together in one volume information about the neurobiological, genetic, and behavioral bases of reading and reading disabilities. In recent years, research on assessment and treatment of reading disability (dyslexia) has become a magnet for the application of new techniques and technologies from neuroscience, cognitive psychology, and cognitive neuroscience. This interdisciplinary fusion has yielded numerous and diverse findings regarding the brain basis of this syndrome, which are discussed in this volume by leading researchers. Intervention approaches based on such research are presented. The book also calls for research in specific directions, to encourage the field to continue moving into the bold frontier of how the brain reads.The volume is essential reading for a range of researchers, clinicians, and other professionals interested in reading and reading disability, and also commemorates the tenth anniversary of the Extraordinary Brain Conferences hosted by The Dyslexia Foundation.

Bereits der Fetus - aber noch mehr der Säugling - verfügt über enorm differenzierte Kompetenzen, die ihn als ein menschliches Wesen kennzeichnen, das mit allen Möglichkeiten der Wahrnehmung auf Erfahrungssuche ausgerichtet ist. Dabei stehen die Interaktionen mit seinen Mitmenschen im Vordergrund. Diese Erkenntnisse haben unser Wissen über Präventionsmaßnahmen genauso verändert wie die frühe Diagnostik und Therapie von Eltern und Säuglingen. Alle, die mit Eltern und Säuglingen arbeiten und diese auf ihrem Entwicklungsweg begleiten - Geburtshelfer, Hebammen, Kinderärzte, Krankenschwestern und Pfleger, Psychologen, Sozialarbeiter, Pädagogen, Heilpädagogen, Krankengymnasten, Logopäden, Erzieher, Kinder- und Jugendpsychiater und Psychotherapeuten sowie Seelsorger und Juristen -, bringt dieses Buch auf den neuesten Forschungsstand. Zusätzlich gibt es zahlreiche gut umsetzbare Anregungen für die tägliche Arbeit. Mit Beiträgen von Heidelise Als, Gisa Aschersleben, Joachim Bauer, Joachim Bensel, Niels Birbaumer, Doris Bischof-Köhler, Klas Blomgren, T. Berry Brazelton, Karl Heinz Brisch, Judit Gervai, Maria Hernandez-Reif, Remo Largo, Maria Legerstee, Mechthild Papou'ek, Philippe Rochat, Björn Scheffler u. a.

Tying together almost four decades of neo-Piagetian research, Cognitive Development provides a unique critical analysis and a comparison of concepts across neo-Piagetian theories. Like Piaget, neo-Piagetian theorists take a constructivist approach to cognitive development, are broad in scope, and assume that cognitive development is divided into stages with qualitative differences. Unlike Piaget, however, they define the increasing complexity of the stages in accordance with the child's information processing system, rather than in terms of logical properties. This volume illustrates these characteristics and evidences the exciting possibilities for neo-Piagetian research to build connections both with other theoretical approaches such as dynamic systems and with other fields such as brain science.The opening chapter provides a historical orientation, including a critical distinction between the'logical'and the'dialectical'Piaget. In subsequent chapters the major theories and experimental findings are reviewed, including Pascual-Leone's Theory of Constructive Operators, Halford's structuralist theory, Fischer's dynamic systems approach to skills, Case's theory of Central Conceptual Structures, Siegler's microgenetic approach, and the proposals of Mounoud and Karmiloff-Smith, as well as the work of others, including Demetriou and de Ribaupierre. The interrelation of emotional and cognitive development is discussed extensively, as is relevant non neo-Piagetian research on information processing. The application of neo-Piagetian research to a variety of topics including children's problem solving, psychometrics, and education is highlighted. The book concludes with the authors'views on possibilities for an integrated neo-Piagetian approach to cognitive development.

During the? rst few years of life, children acquire knowledge about the relati- ships between their own mental states, their actions, and the social world. This information is then used to understand themselves and others. Humans are born into families, where they are raised and learn to cooperate, compete, and c- municate. We are social creatures, and over the course of development, we learn about people, relationships, social systems, and others'minds. In addition, not only do we live socially, we think socially as well. However, human adults are not the only creatures to live and think socially. In recent years, sophisticated expe- ments have provided new information about social cognition in human infants and nonhuman animals. In this book, we focus on the developmental and evolutionary origins of the social mind, bringing together the currently segregated views on social cognition in the two? elds. Ever since the term “theory of mind” was coined by D. Premack nearly 30 years ago, the concept has been the main topic of social cognition research both in developmental psychology and in primatology. However, few attempts have been made to integrate these two research domains. Just recently, researchers from the two areas collaborated to publish a book on this topic, but the volume was little more than a collection of independent papers. This book overcomes that limitation by presenting new data and their implications from both developmental and evolutionary points of view.

This second edition of The Child as Thinker has been thoroughly revised and updated to provide an informed and accessible overview of the varied and extensive literature on children's cognition. Both theory and research data are critically examined and educational implications are discussed.After a brief discussion of the nature and subject of cognition, Sara Meadows reviews children's thinking in detail. She discusses the ways children remember and organise information in general, the acquisition of skills such as reading, writing and arithmetic, and the development of more complex reasoning as children grow to maturity. As well as studies that typically describe a generalised child, the book also reviews some of the main areas relevant to individual differences in normal cognitive development, and critically examines three major models of cognitive development. In outlining the work of Piaget, information-processing accounts and neo-Vygotskian theories, she also evaluates their different explanations of cognitive development and their implications for education. Finally, the book examines biological and social factors that may be involved in normal and suboptimal cognitive development. Sara Meadows provides an important review of the crucial issues involved in understanding cognitive development and of the new data and models that have emerged in the last few years. This book brings together areas and approaches that have hitherto been independent, and examines their strengths and weaknesses. The Child as Thinker is essential reading for all students of cognitive development.

This book was first published in 1979. The authors'examinePiaget's Theory starting by considering and commenting on the kinds of question one must ask of a scientific theory. None of the questions demands an absolute answer. Theories are judged in some respects with reference to competing theories. In other respects they are judged against our sense of scientific progress. In subsequent chapters the authors'look at Piaget's theory in detail with such issues in mind. They also endeavour to locate Piaget's theory in the context of other views of intellectual development. In that section we focus on the issue we first nominated, that is the problem of making choices about the kinds of question to ask and the kinds of data to select.

Interest in cognitive development has been resurgent in recent years as a result of continuing improvements in technology and the new methods of research these enable. Introducing Cognitive Development brings a new focus and clarity to this theoretically complex area. Using numerous illustrations and examples it describes the specific changes that occur in cognition from infancy and throughout childhood.The reader is introduced to the topic with a review of traditional approaches to the study of cognitive development and a consideration of recent advances in the field, particularly in cognitive science. Key issues, including the relative contributions of nature and nurture, domain generality versus domain specificity and the child's own role in his/her development are considered in relation to a range of topics such as: The development of representational abilities Theory of mind and social cognition Development of language. This book provides an accessible introduction to cognitive development suitable for undergraduate students in psychology and related disciplines, as well as anyone involved in working with children.

Title from PDF title page (viewed on Mar. 19, 2014).

Several recent analyses have focused on how social and cultural factors shape development, but less well understood are the individual constructive processes involved in this interplay. This volume showcases varied theoretical and empirical approaches to how individual, social and cultural factors shape development, and suggests new directions for future scholarship.

Presents research on the topic of young children's naive biology, examining such theoretical issues as processes, conditions and mechanisms in conceptual development using the development of biological understanding as the target case.