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100   $a20001010d1975----km-y0itay50------ba
101 0 $aeng
102   $aSU
105   $ay-------001yy
200 1 $aProblems and exercises in the calculus of variations$fM. L. Krasnov, G. I. Makarenko, A. I. Kiselev$gtraslated fromthe russian G. Yankovsky
210   $aMoscow$cMIR Publishers$d1975
215   $a222 p.$cill.$d20 cm
610 0 $aMetodi numerici
700  1$aKrasnov,$bMikhail Leontévich$0311169
701  1$aKiselev,$bAleksandr Ivanovich$0339963
701  1$aMakarenko,$bG. I.$012124
702   $aYankovsky,$bGeorge
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952   $a02 36 B 5$b2242$fFINBN
952   $a02 36 B 6$b2559$fFINBN
959   $aFINBN
959   $aDINAE
996   $aProblems and exercises in the calculus of variations$91759711
997   $aUNINA
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024 7 $a10.4324/9781315110677 
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100   $a20180706e20181974  uy             0
101 0 $aeng
135   $aurcnu||||||||
181   $2rdacontent
182   $2rdamedia
183   $2rdacarrier
200 10$aLogical abilities in children$hVolume 1$iOrganization of length and class concepts $eempirical consequences of a piagetian formalism /$fDaniel N. Osherson
210  1$aLondon :$cRoutledge,$d2018.
215   $a1 online resource (162 pages) $cillustrations
225 1 $aLogical Abilities in Children ;$vVolume 1
300   $aFirst published in 1974 by Lawrence Erlbaum Associates, Publishers.
311   $a1-138-08710-6 
320   $aIncludes bibliographical references and indexes.
327   $achapter 1 INTRODUCTION -- chapter 2 GRIZE'S AXIOMATIZATION OF THE GROUPING -- chapter 3 THE LENGTH EXPERIMENT -- chapter 4 THE CLASS-INCLUSION EXPERIMENT -- chapter 5 THE COORDINATION RULES -- chapter 6 THEORETICAL USE OF THE AXIOMATIZATION: GENERAL CONSIderATIONS -- chapter 7 THE MODEL FOR LENGTH TASKS -- chapter 8 EXTENSION OF THE MODEL FOR LENGTH -- chapter 9 AN ATTEMPT TO PREDICT THE PERFORMANCE-FACTORS -- chapter 10 THE MODEL FOR CLASS-INCLUSION -- chapter 11 THE RELATION OF THE THEORY TO GENEVAN PSYCHOLOGY -- chapter 12 DIRECTION OF FURTHER THEORETICAL EFFORTS.
330   $a"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."--Provided by publisher.
606   $aChild development
606   $aLearning ability
606   $aCognition in children
608   $aElectronic books.
615  0$aChild development.
615  0$aLearning ability.
615  0$aCognition in children.
676   $a155.413
700   $aOsherson$b Daniel N.$066234
801  0$bMiAaPQ
801  1$bMiAaPQ
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996   $aLogical abilities in children$92549192
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