02249oam 2200661I 450 991078388790332120230617003201.01-135-42477-297866102685591-135-42478-01-280-26855-70-203-50455-010.4324/9780203504550 (CKB)1000000000251051(EBL)199202(OCoLC)71819821(SSID)ssj0000182288(PQKBManifestationID)11178504(PQKBTitleCode)TC0000182288(PQKBWorkID)10172194(PQKB)11667810(MiAaPQ)EBC199202(Au-PeEL)EBL199202(CaPaEBR)ebr10163509(CaONFJC)MIL26855(OCoLC)62395576(EXLCZ)99100000000025105120180331d2005 uy 0engur|n|---|||||txtccrIntroducing cognitive development /Laura M. TaylorFirst edition.Hove [U.K.] ;New York :Psychology Press,2005.1 online resource (201 p.)Psychology focusDescription based upon print version of record.1-84169-352-9 1-84169-353-7 Includes bibliographical references (p. 229-251) and indexes.The starting position -- Mental representation -- Thinking and reasoning -- Language development -- Reading, writing and dyslexia -- Theory of mind.Introducing Cognitive Development brings a new focus and clarity to this theoretically complex area, introducing the reader to traditional approaches to the study of cognitive development as well as more recent developments in the field.Psychology focus.Cognition in childrenCognition in children.155.4/1377.15bcl77.53bclTaylor Laura M.1972,1543651MiAaPQMiAaPQMiAaPQBOOK9910783887903321Introducing cognitive development3797230UNINA02722nam 2200541 u 450 991074367910332120240123105657.01-78920-969-210.1515/9781789209693(CKB)28326203900041(DE-B1597)671613(DE-B1597)9781789209693(MiAaPQ)EBC31692881(Au-PeEL)EBL31692881(EXLCZ)992832620390004120230929d2021uuuu uy 0engtxtnncPeripheries at the Centre: Borderland Schooling in Interwar Europe1st ed.Berghahn Books20211 online resource (280 p.)Studies in Contemporary European History ;279781800739369 Schools, language and children during the First World War -- A framework of comparison -- Making the border -- Scaping the border -- A universal childhood.Following the Treaty of Versailles, European nation-states were faced with the challenge of instilling national loyalty in their new borderlands, in which fellow citizens often differed dramatically from one another along religious, linguistic, cultural, or ethnic lines. Peripheries at the Centre compares the experiences of schooling in Upper Silesia in Poland and Eupen, Sankt Vith, and Malmedy in Belgium - border regions detached from the German Empire after the First World War. It demonstrates how newly configured countries envisioned borderland schools and language learning as tools for realizing the imagined peaceful Europe that underscored the political geography of the interwar period.Studies in Contemporary European History SeriesBorderlandsEuropeSocial conditions20th centuryEducationEuropeHistoryLanguage and languagesStudy and teachingEuropeHistory20th centurySchoolsEuropeHistory20th centuryEDUCATION / HistorybisacshEuropeSocial conditions20th centuryBorderlandsSocial conditionsEducationHistory.Language and languagesStudy and teachingHistorySchoolsHistoryEDUCATION / History.370.9BENELUXDE-6fidMachteld Venken1429126the Centre for Contemporary and Digital History at the University of Luxembourgfndhttp://id.loc.gov/vocabulary/relators/fndBOOK9910743679103321Peripheries at the Centre: Borderland Schooling in Interwar Europe3567511UNINA