LEADER 03461oam 2200685I 450 001 9910800081303321 005 20230725051709.0 010 $a1-136-91479-X 010 $a1-136-91480-3 010 $a1-283-03698-3 010 $a9786613036988 010 $a0-203-84369-X 024 7 $a10.4324/9780203843697 035 $a(CKB)2550000000031204 035 $a(EBL)957680 035 $a(OCoLC)798533393 035 $a(SSID)ssj0000467746 035 $a(PQKBManifestationID)11288734 035 $a(PQKBTitleCode)TC0000467746 035 $a(PQKBWorkID)10490896 035 $a(PQKB)11030661 035 $a(OCoLC)710992337 035 $a(Au-PeEL)EBL957680 035 $a(CaPaEBR)ebr10450948 035 $a(CaONFJC)MIL303698 035 $a(OCoLC)958105570 035 $a(MiAaPQ)EBC957680 035 $a(EXLCZ)992550000000031204 100 $a20180706d2010 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 02$aA clinician's guide to normal cognitive development in childhood /$fedited by Elisabeth Hollister Sandberg, Becky L. Spritz 210 1$aNew York, N.Y. :$cRoutledge,$d2010. 215 $a1 online resource (268 p.) 300 $aDescription based upon print version of record. 311 $a1-138-88173-2 311 $a0-415-99183-8 320 $aIncludes bibliographical references and index. 327 $aBook Cover; Title; Copyright; Contents; Contributors; Introduction; 1 The Case for Children's Cognitive Development: A Clinical-Developmental Perspective; Part I: Communicating With Children; 2 Acquiring Language; 3 Communicating About Internal States; 4 General Guidelines for Talking With Children; Part II: Understanding Others' Perspectives; 5 Perspective Taking; 6 False Beliefs and the Development of Deception; Part III: Children's Memory; 7 Memory Development in Childhood; 8 Remembering; 9 Talking With Children About Past Events: Children's Memory and Suggestibility 327 $aPart IV: Developing Reason and Executive Control10 The Development of Reasoning Skills; 11 Moral Reasoning; 12 Developmental Changes in Children's Executive Functioning; Conclusion; 13 Knowing What We Know: The Developing Child and the Developing Clinician; Index 330 $aClinicians and practitioners-in-training can often lose sight of the normal developmental landscape that underlies behavior, especially in the field of cognitive development. It exists in an insular bubble within the broader field of psychology, and within each sub-domain there is a wide continuum between the anchors of atypical and optimal development. Clinicians need to learn, and to be reminded of, the unique peculiarities of developing cognitive skills in order to appreciate normal developmental phenomena.In A Clinician's Guide to Normal Cognitive Development in Childhood,