LEADER 01686oam 2200493zu 450 001 996320687803316 005 20210807002001.0 010 $a1-60606-046-5 035 $a(CKB)3130000000000288 035 $a(SSID)ssj0001115273 035 $a(PQKBManifestationID)12490550 035 $a(PQKBTitleCode)TC0001115273 035 $a(PQKBWorkID)11061253 035 $a(PQKB)10587130 035 $a(EXLCZ)993130000000000288 100 $a20160829d2010 uy 101 0 $aeng 181 $ctxt 182 $cc 183 $acr 200 10$aStone conservation : an overview of current research 210 31$a[Place of publication not identified]$cGetty Conservation Institute$d2010 225 0 $aResearch in conservation Stone conservation 300 $aBibliographic Level Mode of Issuance: Monograph 531 $aSTONE CONSERVATION: AN OVERVIEW OF CURRENT RESEARCH 606 $aBuilding stones$xDeterioration 606 $aStone buildings$xConservation and restoration 606 $aChemical & Materials Engineering$2HILCC 606 $aEngineering & Applied Sciences$2HILCC 606 $aMaterials Science$2HILCC 615 0$aBuilding stones$xDeterioration 615 0$aStone buildings$xConservation and restoration 615 7$aChemical & Materials Engineering 615 7$aEngineering & Applied Sciences 615 7$aMaterials Science 676 $a691/.2 700 $aDoehne$b Eric Ferguson$01236042 702 $aPrice$b C. A 712 02$aGetty Conservation Institute 801 0$bPQKB 906 $aBOOK 912 $a996320687803316 996 $aStone conservation : an overview of current research$92870420 997 $aUNISA LEADER 04226nam 2200637Ia 450 001 9910962207403321 005 20200520144314.0 010 $a9780674037533 010 $a0674037537 024 7 $a10.4159/9780674037533 035 $a(CKB)1000000000787093 035 $a(EBL)3300437 035 $a(SSID)ssj0000121232 035 $a(PQKBManifestationID)11143920 035 $a(PQKBTitleCode)TC0000121232 035 $a(PQKBWorkID)10115254 035 $a(PQKB)10937458 035 $a(Au-PeEL)EBL3300437 035 $a(CaPaEBR)ebr10318430 035 $a(OCoLC)923111289 035 $a(DE-B1597)574643 035 $a(DE-B1597)9780674037533 035 $a(MiAaPQ)EBC3300437 035 $a(Perlego)1148403 035 $a(EXLCZ)991000000000787093 100 $a20060913d1978 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 14$aThe child's understanding of number /$fRochel Gelman and C. R. Gallistel 205 $a1st ed. 210 $aCambridge, MA $cHarvard University Press$d1978 215 $a1 online resource (280 p.) 300 $aDescription based upon print version of record. 311 08$a9780674116375 311 08$a0674116372 320 $aIncludes bibliographical references (p. 246-254) and index. 327 $a""Contents""; ""1. Focus on the Preschooler""; ""2. Training Studies Reconsidered""; ""3. More Capacity Than Meets the Eye: Direct Evidence""; ""4. Number Concepts in the Preschooler?""; ""5. What Numerosities Can the Young Child Represent?""; ""6. How Do Young Children Obtain Their Representations of Numerosity?""; ""7. The Counting Model""; ""8. The Development of the How-To-Count Principles""; ""9. The Abstraction and Order-Irrelevance Counting Principles""; ""10. Reasoning about Number""; ""11. Formal Arithmetic and the Young Childa???s Understanding of Number"" 327 $a""12. What Develops and How""""Conclusions""; ""References""; ""Index"" 330 $aThe authors report the results of some half dozen years of research into when and how children acquire numerical skills. They provide a new set of answers to these questions, and overturn much of the traditional wisdom on the subject.Table of Contents: 1. Focus on the Preschooler 2. Training Studies Reconsidered 3. More Capacity Than Meets the Eye: Direct Evidence 4. Number Concepts in the Preschooler? 5. What Numerosities Can the Young Child Represent? 6. How Do Young Children Obtain Their Representations of Numerosity? 7. The Counting Model 8. The Development of the How-To-Count Principles 9. The Abstraction and Order-Irrelevance Counting Principles 10. Reasoning about Number 11. Formal Arithmetic and the Young Child's Understanding of Number 12. What Develops and How Conclusions References Index Reviews of this book: The publication of this book may mark a sea change in the way that we think about cognitive development. For the past two decades, the emphasis has been on young children's limitations. Now a new trend is emerging: to challenge the original assumption of young children's cognitive incapacity. The Child's Understanding of Number represents the most original and provocative manifestation to date of this new trend.--Contemporary PsychologyReviews of this book: Here at last is the book we have been waiting for, or at any rate known we needed, on the young child and number. The authors are at once sophisticated in their own understanding of number and rich in psychological intuition. They present a wealth of good experiments to support and guide their intuitions. And all is told in so simple and unalarming a manner that even the most pusillanimous will be able to read with enjoyment.--Canadian Journal of Psychology 606 $aNumber concept 606 $aNumber concept in children 615 0$aNumber concept. 615 0$aNumber concept in children. 676 $a372.72044 700 $aGelman$b Rochel$01807022 701 $aGallistel$b C. R.$f1941-$0303704 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910962207403321 996 $aThe child's understanding of number$94356502 997 $aUNINA