02978oam 2200721I 450 991081636540332120240402010759.00-415-65444-01-315-80563-41-317-77812-X1-317-77813-810.4324/9781315805634 (CKB)2550000001168336(EBL)1574889(SSID)ssj0001059591(PQKBManifestationID)12423965(PQKBTitleCode)TC0001059591(PQKBWorkID)11086113(PQKB)11233710(MiAaPQ)EBC1574889(Au-PeEL)EBL1574889(CaPaEBR)ebr10813715(CaONFJC)MIL549602(OCoLC)869092070(OCoLC)864743308(OCoLC)865813270(FINmELB)ELB136812(EXLCZ)99255000000116833620180706d2012 uy 0engur|n|---|||||txtccrThe development of social cognition and communication /edited by Bruce D. Homer, Catherine S. Tamis-LeMonda1st ed.New York :Psychology Press,2012.1 online resource (603 p.)Based on a conference held in Oct. 2001 at New York University.0-8058-4322-1 1-306-18351-0 Includes bibliographical references and index.part I. Language and cognition -- part II. Intentionality and communication -- part III. Theory of mind and pedagogy -- part IV. Narrative and autobiographical memory.For young children, two of the most important tasks they face are learning how to communicate and learning how to think about themselves and the social world around them. The premise of this book is that these two tasks are inherently linked. The communicative routines and language that children learn enable new modes of cognition, which in turn allow for more complex social interactions. The model of early child development that emerges is one in which equal importance is given to the socio-cultural context in which children are developing, and to the role played by children in actively constChild psychologyCongressesCognition in childrenCongressesSocial perception in childrenCongressesChildrenLanguageCongressesPhilosophy of mind in childrenCongressesChild psychologyCognition in childrenSocial perception in childrenChildrenLanguagePhilosophy of mind in children155.4/13Homer Bruce D1594227MiAaPQMiAaPQMiAaPQBOOK9910816365403321The development of social cognition and communication3914707UNINA