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Revealing the inner worlds of young children [[electronic resource] ] : the MacArthur story stem battery and parent-child narratives / / edited by Robert N. Emde, Dennis P. Wolf, David Oppenheim
| Revealing the inner worlds of young children [[electronic resource] ] : the MacArthur story stem battery and parent-child narratives / / edited by Robert N. Emde, Dennis P. Wolf, David Oppenheim |
| Pubbl/distr/stampa | New York, : Oxford University Press, 2003 |
| Descrizione fisica | 1 online resource (416 p.) |
| Disciplina | 155.4/13 |
| Altri autori (Persone) |
EmdeRobert N
WolfDennie OppenheimDavid |
| Soggetto topico |
Storytelling ability in children
Cognition in children Children - Language |
| ISBN |
0-19-773675-0
1-280-50210-X 0-19-534837-0 1-4175-8760-1 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Contents; Contributors; 1. Early Narratives: A Window to the Child's Inner World; 2. Making Meaning From Emotional Experience in Early Narratives; 3. The MacArthur Story Stem Battery: Development, Administration, Reliability, Validity, and Reflections About Meaning; 4. The MacArthur Narrative Coding System: One Approach to Highlighting Affective Meaning Making in the MacArthur Story Stem Battery; 5. Narrative Emotion Coding System (NEC); 6. The Structure of 5-Year-Old Children's Play Narratives Within the MacArthur Story Stem Methodology
7. Temperament and Guilt Representations in Children's Narratives8. Children's Emotional Resolution of MSSB Narratives: Relations With Child Behavior Problems and Parental Psychological Distress; 9. An Attachment Perspective on Children's Emotion Narratives: Links Across Generations; 10. Emotional Apprenticeships: The Development of Affect Regulation During the Preschool Years; 11. Portrayals in Maltreated Children's Play Narratives: Representations or Emotion Regulation?; 12. Narratives in Risk and Clinical Populations 13. Mental Representations and Defenses in Severely Maltreated Children: A Story Stem Battery and Rating System for Clinical Assessment and Research Applications14. The Mother-Child Co-construction of an Event Lived by the Preschool Child: The Role of the Mother's Knowledge of ""What Happened""; 15. Patterns of Maternal Affect Regulation During the Co-construction of Preschoolers' Autobiographical Narratives; 16. Relationships and Interactions of Mothers and Metaplot with 3-Year-Old Kibbutz Children in Two Functional Contexts 17. Dialogues of 7-Year-Olds With Their Mothers About Emotional Events: Development of a Typology18. Affective Meaning Making Among Young Peers in Narrative Co-constructions; Appendix: MacArthur Story Stem Battery; Index |
| Record Nr. | UNINA-9910783353703321 |
| New York, : Oxford University Press, 2003 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Social learning and cognition / / Ted L. Rosenthal, Barry J. Zimmerman ; with a foreword by Albert Bandura
| Social learning and cognition / / Ted L. Rosenthal, Barry J. Zimmerman ; with a foreword by Albert Bandura |
| Autore | Rosenthal Ted L. |
| Pubbl/distr/stampa | New York ; ; London : , : Academic Press, , 1978 |
| Descrizione fisica | 1 online resource (353 p.) |
| Disciplina |
155.4/13
155.413 |
| Soggetto topico |
Social learning
Cognition in children Socialization |
| Soggetto genere / forma | Electronic books. |
| ISBN | 1-4832-7643-0 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Front Cover; Social Learningand Cognition; Copyright Page; Dedication; Table of Contents; FOREWORD; PREFACE; Chapter 1. Cognition, Behavior Change, and Social Learning; Cognitive Phenomena and Theories to Explain Them; The Origins of Observational Learning; Vicarious Learning and Cognitive Processes; Chapter 2.Language and Verbal Behavior; Psycholinguistic Views of Modeling: Some Controversies and Rebuttals; Social Learning of Syntactic Constructions; The Opérant Approach; Word Associates; Summary; Summary; Chapter 3.Relational Judgments and Categorical Decisions; Introduction
Moral Judgments and BehaviorConservation and Related Judgments; Question Formation; Chapter 4.Concept Attainment and Problem Solving; Observational Learning of Novel Behavior; Modeling, Overt Practice, and Interference; Structuring through Rules; Symbolic Processes; Conceptual Strategies and Styles; References; Author Index; Subject Index |
| Record Nr. | UNINA-9910480774903321 |
Rosenthal Ted L.
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| New York ; ; London : , : Academic Press, , 1978 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Social learning and cognition / / Ted L. Rosenthal, Barry J. Zimmerman ; with a foreword by Albert Bandura
| Social learning and cognition / / Ted L. Rosenthal, Barry J. Zimmerman ; with a foreword by Albert Bandura |
| Autore | Rosenthal Ted L. |
| Pubbl/distr/stampa | New York ; ; London : , : Academic Press, , 1978 |
| Descrizione fisica | 1 online resource (353 p.) |
| Disciplina |
155.4/13
155.413 |
| Soggetto topico |
Social learning
Cognition in children Socialization |
| ISBN | 1-4832-7643-0 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Front Cover; Social Learningand Cognition; Copyright Page; Dedication; Table of Contents; FOREWORD; PREFACE; Chapter 1. Cognition, Behavior Change, and Social Learning; Cognitive Phenomena and Theories to Explain Them; The Origins of Observational Learning; Vicarious Learning and Cognitive Processes; Chapter 2.Language and Verbal Behavior; Psycholinguistic Views of Modeling: Some Controversies and Rebuttals; Social Learning of Syntactic Constructions; The Opérant Approach; Word Associates; Summary; Summary; Chapter 3.Relational Judgments and Categorical Decisions; Introduction
Moral Judgments and BehaviorConservation and Related Judgments; Question Formation; Chapter 4.Concept Attainment and Problem Solving; Observational Learning of Novel Behavior; Modeling, Overt Practice, and Interference; Structuring through Rules; Symbolic Processes; Conceptual Strategies and Styles; References; Author Index; Subject Index |
| Record Nr. | UNINA-9910786631603321 |
|
Rosenthal Ted L.
|
||
| New York ; ; London : , : Academic Press, , 1978 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Social learning and cognition / / Ted L. Rosenthal, Barry J. Zimmerman ; with a foreword by Albert Bandura
| Social learning and cognition / / Ted L. Rosenthal, Barry J. Zimmerman ; with a foreword by Albert Bandura |
| Autore | Rosenthal Ted L. |
| Pubbl/distr/stampa | New York ; ; London : , : Academic Press, , 1978 |
| Descrizione fisica | 1 online resource (353 p.) |
| Disciplina |
155.4/13
155.413 |
| Soggetto topico |
Social learning
Cognition in children Socialization |
| ISBN | 1-4832-7643-0 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Front Cover; Social Learningand Cognition; Copyright Page; Dedication; Table of Contents; FOREWORD; PREFACE; Chapter 1. Cognition, Behavior Change, and Social Learning; Cognitive Phenomena and Theories to Explain Them; The Origins of Observational Learning; Vicarious Learning and Cognitive Processes; Chapter 2.Language and Verbal Behavior; Psycholinguistic Views of Modeling: Some Controversies and Rebuttals; Social Learning of Syntactic Constructions; The Opérant Approach; Word Associates; Summary; Summary; Chapter 3.Relational Judgments and Categorical Decisions; Introduction
Moral Judgments and BehaviorConservation and Related Judgments; Question Formation; Chapter 4.Concept Attainment and Problem Solving; Observational Learning of Novel Behavior; Modeling, Overt Practice, and Interference; Structuring through Rules; Symbolic Processes; Conceptual Strategies and Styles; References; Author Index; Subject Index |
| Record Nr. | UNINA-9910819033503321 |
|
Rosenthal Ted L.
|
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| New York ; ; London : , : Academic Press, , 1978 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Theory of mind development in context / / edited by Virginia Slaughter and Marc de Rosnay
| Theory of mind development in context / / edited by Virginia Slaughter and Marc de Rosnay |
| Pubbl/distr/stampa | Abingdon, Oxon ; ; New York, N.Y. : , : Routledge, , 2017 |
| Descrizione fisica | 1 online resource (183 pages) |
| Disciplina | 155.4/13 |
| Altri autori (Persone) |
De RosnayMarc
SlaughterVirginia |
| Soggetto topico |
Philosophy of mind in children
Child psychology Developmental psychology |
| ISBN |
1-315-74918-1
1-317-60832-1 1-317-60833-X |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | pt. 1. Social contexts for development -- pt. 2. Atypical developmental contexts. |
| Record Nr. | UNINA-9910135956903321 |
| Abingdon, Oxon ; ; New York, N.Y. : , : Routledge, , 2017 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Why language matters for theory of mind [[electronic resource] /] / edited by Janet Wilde Astington, Jodie A. Baird
| Why language matters for theory of mind [[electronic resource] /] / edited by Janet Wilde Astington, Jodie A. Baird |
| Pubbl/distr/stampa | Oxford ; ; New York, : Oxford University Press, c2005 |
| Descrizione fisica | 1 online resource (368 p.) |
| Disciplina | 155.4/13 |
| Altri autori (Persone) |
AstingtonJanet W
BairdJodie A <1973-> (Jodie Alison) |
| Soggetto topico |
Philosophy of mind in children
Children - Language |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-4294-0274-1
1-280-83837-X 0-19-534784-6 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Contents; Contributors; 1. Introduction: Why Language Matters; 2. Language Pathways into the Community of Minds; 3. Communication, Relationships, and Individual Differences in Children's Understanding of Mind; 4. Conversation, Pretense, and Theory of Mind; 5. Talking about ""New"" Information: The Given/New Distinction and Children's Developing Theory of Mind; 6. The Developmental Origins of Meaning for Mental Terms; 7. Language Promotes Structural Alignment in the Acquisition of Mentalistic Concepts; 8. Language and the Development of Cognitive Flexibility: Implications for Theory of Mind
9. Representational Development and False-Belief Understanding10. Can Language Acquisition Give Children a Point of View?; 11. What Does ""That"" Have to Do with Point of View? Conflicting Desires and ""Want"" in German; 12. Linguistic Communication and Social Understanding; 13. The Role of Language in Theory-of-Mind Development: What Deaf Children Tell Us; 14. How Language Facilitates the Acquisition of False-Belief Understanding in Children with Autism; 15. Genetic and Environmental Influences on Individual Differences in Language and Theory of Mind: Common or Distinct?; Author Index; A; B CD; E; F; G; H; I; J; K; L; M; N; O; P; Q; R; S; T; U; V; W; Y; Z; Subject Index; A; B; C; D; E; F; G; H; I; J; K; L; M; N; O; P; R; S; T; U; V; W |
| Record Nr. | UNINA-9910465130403321 |
| Oxford ; ; New York, : Oxford University Press, c2005 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Why language matters for theory of mind [[electronic resource] /] / edited by Janet Wilde Astington, Jodie A. Baird
| Why language matters for theory of mind [[electronic resource] /] / edited by Janet Wilde Astington, Jodie A. Baird |
| Pubbl/distr/stampa | Oxford ; ; New York, : Oxford University Press, c2005 |
| Descrizione fisica | 1 online resource (368 p.) |
| Disciplina | 155.4/13 |
| Altri autori (Persone) |
AstingtonJanet W
BairdJodie A <1973-> (Jodie Alison) |
| Soggetto topico |
Philosophy of mind in children
Children - Language |
| ISBN |
1-4294-0274-1
1-280-83837-X 0-19-534784-6 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Contents; Contributors; 1. Introduction: Why Language Matters; 2. Language Pathways into the Community of Minds; 3. Communication, Relationships, and Individual Differences in Children's Understanding of Mind; 4. Conversation, Pretense, and Theory of Mind; 5. Talking about ""New"" Information: The Given/New Distinction and Children's Developing Theory of Mind; 6. The Developmental Origins of Meaning for Mental Terms; 7. Language Promotes Structural Alignment in the Acquisition of Mentalistic Concepts; 8. Language and the Development of Cognitive Flexibility: Implications for Theory of Mind
9. Representational Development and False-Belief Understanding10. Can Language Acquisition Give Children a Point of View?; 11. What Does ""That"" Have to Do with Point of View? Conflicting Desires and ""Want"" in German; 12. Linguistic Communication and Social Understanding; 13. The Role of Language in Theory-of-Mind Development: What Deaf Children Tell Us; 14. How Language Facilitates the Acquisition of False-Belief Understanding in Children with Autism; 15. Genetic and Environmental Influences on Individual Differences in Language and Theory of Mind: Common or Distinct?; Author Index; A; B CD; E; F; G; H; I; J; K; L; M; N; O; P; Q; R; S; T; U; V; W; Y; Z; Subject Index; A; B; C; D; E; F; G; H; I; J; K; L; M; N; O; P; R; S; T; U; V; W |
| Record Nr. | UNINA-9910792245603321 |
| Oxford ; ; New York, : Oxford University Press, c2005 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Why language matters for theory of mind [[electronic resource] /] / edited by Janet Wilde Astington, Jodie A. Baird
| Why language matters for theory of mind [[electronic resource] /] / edited by Janet Wilde Astington, Jodie A. Baird |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Oxford ; ; New York, : Oxford University Press, c2005 |
| Descrizione fisica | 1 online resource (368 p.) |
| Disciplina | 155.4/13 |
| Altri autori (Persone) |
AstingtonJanet W
BairdJodie A <1973-> (Jodie Alison) |
| Soggetto topico |
Philosophy of mind in children
Children - Language |
| ISBN |
1-4294-0274-1
1-280-83837-X 0-19-534784-6 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Contents; Contributors; 1. Introduction: Why Language Matters; 2. Language Pathways into the Community of Minds; 3. Communication, Relationships, and Individual Differences in Children's Understanding of Mind; 4. Conversation, Pretense, and Theory of Mind; 5. Talking about ""New"" Information: The Given/New Distinction and Children's Developing Theory of Mind; 6. The Developmental Origins of Meaning for Mental Terms; 7. Language Promotes Structural Alignment in the Acquisition of Mentalistic Concepts; 8. Language and the Development of Cognitive Flexibility: Implications for Theory of Mind
9. Representational Development and False-Belief Understanding10. Can Language Acquisition Give Children a Point of View?; 11. What Does ""That"" Have to Do with Point of View? Conflicting Desires and ""Want"" in German; 12. Linguistic Communication and Social Understanding; 13. The Role of Language in Theory-of-Mind Development: What Deaf Children Tell Us; 14. How Language Facilitates the Acquisition of False-Belief Understanding in Children with Autism; 15. Genetic and Environmental Influences on Individual Differences in Language and Theory of Mind: Common or Distinct?; Author Index; A; B CD; E; F; G; H; I; J; K; L; M; N; O; P; Q; R; S; T; U; V; W; Y; Z; Subject Index; A; B; C; D; E; F; G; H; I; J; K; L; M; N; O; P; R; S; T; U; V; W |
| Record Nr. | UNINA-9910818572303321 |
| Oxford ; ; New York, : Oxford University Press, c2005 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
The Wiley-Blackwell handbook of childhood cognitive development [[electronic resource] /] / edited by Usha Goswami
| The Wiley-Blackwell handbook of childhood cognitive development [[electronic resource] /] / edited by Usha Goswami |
| Edizione | [2nd ed.] |
| Pubbl/distr/stampa | Malden, MA, : Wiley-Blackwell, 2010 |
| Descrizione fisica | xiii, 801 p |
| Disciplina | 155.4/13 |
| Altri autori (Persone) | GoswamiUsha C |
| Collana | Blackwell handbooks of developmental psychology |
| Soggetto topico |
Cognition in children
Child psychology |
| ISBN |
9781444325492
9786612794582 1-282-79458-2 1-4443-2548-5 1-4443-3177-9 1-78034-085-0 1-4443-5173-7 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Series Page -- Title page -- Copyright -- Dedication -- Acknowledgements -- List of Contributors -- Introduction -- References -- PART I: Infancy -- CHAPTER ONE: How Do Infants Reason About Physical Events? -- Introduction -- First Wave: The Competent Infant -- Second Wave: Developmental Patterns -- Developments Within Event Categories -- Developments Across Event Categories -- Décalages With Perceptually Identical Events -- Third Wave: An Account of Infants' Physical Reasoning -- Physical-Reasoning System and Causal Framework -- Basic Information -- Variable Information -- Identifying Variables: The Explanation-Based Learning Process -- A Three-System Account -- Object-Tracking System -- Object-Representation System -- Physical-Reasoning System -- Dissociation between the OR and PR Systems -- Retrieving Object Information from the OR System -- Concluding Remarks: We Have Come a Long Way! -- Note -- References -- CHAPTER TWO: Social Cognition and the Origins of Imitation, Empathy, and Theory of Mind -- Defining the Problem of Developing Social Cognition -- Classical Theories of Childhood: The "Impossible Journey" -- Two Types of Nativism -- The "Like-Me" Theory: Developing Social Cognition -- Imitation and the Early Phases of Social Cognition -- A Theoretical Model of Imitation: Connecting Self and Other -- Evidence from Neuroscience: Perception-Production Mappings and Mirror Neuron Systems -- Person Identity: Social-Communicative Functions of Imitation -- Mutual Imitation Games Develop Social Cognition -- Primitive Perspective-Taking: Infant Gaze Following -- A Social-Cognition Training Study: Changing Infants' Understanding of Vision -- Attributing Goals and Intentions -- Summary and Conclusions -- References -- CHAPTER THREE: Kinds of Agents.
The Early Development of Understanding Intentional Agency and Representing Other Minds: A Brief Historical Introduction (1978-2005) -- Criteria for an Adequate Developmental Theory of Understanding Intentional Agency -- Preverbal Understanding of Other Minds: The Beginnings of a Paradigm Change? (2005-) -- Teleology "Ungrounded": Differences Between Human and Primate Understanding of Instrumental Agency -- Conclusions -- Note -- References -- CHAPTER FOUR: Social Cognition and Social Motivations in Infancy -- Social Cognition: Understanding of Others' Psychological States -- Social Cognition and the Motivation to Share Psychological States with Others -- Broader Social Motivations -- Conclusion -- References -- CHAPTER FIVE: Born to Categorize -- Categorization: A Foundation for Cognition -- Historical Perspective: Traditional Views -- Evidence of Categorization by Infants -- Neural Correlates as Evidenced with an Event-Related Potential Methodology -- Global-to-Basic Category Development: Two Systems of Category Representation? -- A Continuity-Based Approach: Evidence from Computational Simulation -- Out of Infancy - The Transition to Child and Adult Concepts -- Is Category Learning Assisted by Biases? Evidence from Eye-Tracking -- A Role for Experience: Representations for Humans Versus Non-Human Animals -- Not All Humans Are Learned Equally: Further Evidence on the Role of Experience -- Summary and Conclusions -- References -- CHAPTER SIX: Early Memory Development -- Assessing Memory in Infancy -- Event and Autobiographical Memory -- Developmental Changes Across Infancy and Early Childhood -- Explaining Age-Related Changes -- Infantile or Childhood Amnesia -- Conclusion -- References -- CHAPTER SEVEN: Early Word-Learning and Conceptual Development -- Synopsis -- Introduction -- What Does it Take to Learn a Word?. The Evidence: The Evolution of Infants' Word-to-World Expectations -- Conclusions -- Notes -- References -- PART II: Cognitive Development in Early Childhood -- CHAPTER EIGHT: Development of the Animate-Inanimate Distinction -- Introduction: What Is the Animate-Inanimate Distinction and Why Is It Important? -- What Knowledge About Animacy Is Present in Infancy? -- What Are the Developmental Paths by Which this Knowledge Becomes Enriched Over Time? -- How Does an Animacy Distinction Inform Other Aspects of Cognitive Development? -- Summary and Conclusions -- References -- CHAPTER NINE: Language Development -- Theory -- Utterances and Words -- Schemas and Constructions -- Later Development -- Processes of Language Acquisition -- Conclusions -- References -- CHAPTER TEN: Developing a Theory of Mind -- The Course of Theory-of-Mind Development -- Infants' Intention Understandings -- False Belief within Belief-Desire Reasoning -- Autism and Deafness -- Progressions in Theory-of-Mind Understandings -- Primate Intention Understanding -- Brain Bases -- Conclusions -- References -- CHAPTER ELEVEN: Pretend Play and Cognitive Development -- Introduction -- Social Referencing -- Reading Intentions -- Quarantine -- Pretense Play as Symbolic -- Pretend Play and Social Cognition -- Pretense and Cognitive Neuroscience -- Conclusion -- References -- CHAPTER TWELVE: Early Development of the Understanding and Use of Symbolic Artifacts -- Symbol-Mediated Problem Solving -- Young Children's Performance in Symbolic Object-Retrieval Tasks -- A Model of Young Children's Symbol Use and Understanding -- Development in Young Children's Symbolic Functioning -- Conclusion -- References -- PART III: Topics in Cognitive Development in Childhood -- CHAPTER THIRTEEN: Memory Development in Childhood -- Early Investigations of Memory Development. Current Trends in Research on Memory Development -- The Development of Implicit Memory -- The Development of Episodic Memory -- Important Determinants of Memory Development -- Future Directions for Memory Development Research -- References -- CHAPTER FOURTEEN: Causal Reasoning and Explanation -- Introduction and Overview -- Perceptual and Mechanical Causation -- Non-Mechanical Causation -- General Summary and Implications -- References -- CHAPTER FIFTEEN: Inductive and Deductive Reasoning -- Inductive Reasoning -- Deductive Reasoning -- Conclusion -- References -- CHAPTER SIXTEEN: The Development of Moral Reasoning -- The Structure and Scope of Morality -- Morality and Culture -- Morality and Emotion -- Conclusion -- References -- CHAPTER SEVENTEEN: Spatial Development -- Introduction -- Organizing Spatial Development -- Illustrative Empirical Research -- Concluding Comments -- References -- CHAPTER EIGHTEEN: Children's Intuitive Physics -- Time and Speed -- Trajectories of Moving Objects and the Straight Throw -- Force and Weight -- Matter, Mass, Weight, Volume, and Density -- Density, Temperature, Sweetness, and Other Intensive Quantities -- Conclusions -- References -- CHAPTER NINETEEN: What is Scientific Thinking and How Does it Develop? -- What is Scientific Thinking? -- Developmental Origins of Scientific Thinking -- Phases of Scientific Thinking: Inquiry, Analysis, Inference, and Argument -- The Role of Meta-Level Processes in Scientific Thinking -- Scientific Thinking a s Argument -- Educating Scientific Thinking and Thinkers -- References -- CHAPTER TWENTY: Reading Development and Dyslexia -- The Task of Learning to Read -- Individual Differences in Reading Development -- Neural Correlates of Reading and Dyslexia -- A Final Word on Reading Instruction -- Conclusions -- References -- CHAPTER TWENTY-ONE: Children's Understanding of Mathematics. Numbers, Quantities, and Relations -- Learning About Arithmetical Operations -- Conclusions -- References -- CHAPTER TWENTY-TWO: Executive Function in Typical and Atypical Development -- Introduction -- Definitional Issues -- Structure-Function Mapping -- EF in Typical Development -- EF in Atypical Development -- Conclusion -- References -- CHAPTER TWENTY-THREE: Language and Cognition -- Introduction -- Language in Populations with Impaired Cognition -- Language Disorders in the Absence of Intellectual Impairment or Sensory Deficits -- Conclusion -- References -- CHAPTER TWENTY-FOUR: The Empathizing-Systemizing (E-S) Theory of Autism -- The Mindblindness Theory -- The Empathizing-Systemizing (E-S) Theory -- The Extreme Male Brain Theory -- The Autistic Mind: In Search of "Truth" -- Hyper-Systemizing: Implications for Intervention -- References -- PART IV: Theories of Cognitive Development -- CHAPTER TWENTY-FIVE: Piaget's Theory -- The Emergence of Piaget's Theory -- Main Theoretical Claims -- Reactions to Piaget' s Theory: New Findings, New Issues -- Contemporary Piagetian-Influenced Work: Issues of Cognitive Development Revisited -- Why We Still Need Piaget's Theory -- Conclusions -- References -- CHAPTER TWENTY-SIX: Vygotsky and Psychology -- Introduction -- Psychological Tools and Mediation -- Development and Dialectics -- Concept Formation -- Zone of Proximal Development -- Biology in Development -- Affect and Cognition -- References -- CHAPTER TWENTY-SEVEN: Information-Processing Models of Cognitive Development -- Neo-Piagetian Models -- Attempts at Synthesis -- Processing Speed -- Cognitive Complexity -- Levels of Cognitive Functioning -- Process Models of Cognitive Development -- Relational Knowledge and Analogy -- Symbolic Neural Net Models -- Conclusion -- References -- CHAPTER TWENTY-EIGHT: Neuroconstructivism -- Introduction. The Neuroconstructivist Framework. |
| Record Nr. | UNINA-9910265229703321 |
| Malden, MA, : Wiley-Blackwell, 2010 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
The Wiley-Blackwell handbook of childhood cognitive development [[electronic resource] /] / edited by Usha Goswami
| The Wiley-Blackwell handbook of childhood cognitive development [[electronic resource] /] / edited by Usha Goswami |
| Edizione | [2nd ed.] |
| Pubbl/distr/stampa | Malden, MA, : Wiley-Blackwell, 2010 |
| Descrizione fisica | xiii, 801 p |
| Disciplina | 155.4/13 |
| Altri autori (Persone) | GoswamiUsha C |
| Collana | Blackwell handbooks of developmental psychology |
| Soggetto topico |
Cognition in children
Child psychology |
| ISBN |
9781444325492
9786612794582 1-282-79458-2 1-4443-2548-5 1-4443-3177-9 1-78034-085-0 1-4443-5173-7 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Series Page -- Title page -- Copyright -- Dedication -- Acknowledgements -- List of Contributors -- Introduction -- References -- PART I: Infancy -- CHAPTER ONE: How Do Infants Reason About Physical Events? -- Introduction -- First Wave: The Competent Infant -- Second Wave: Developmental Patterns -- Developments Within Event Categories -- Developments Across Event Categories -- Décalages With Perceptually Identical Events -- Third Wave: An Account of Infants' Physical Reasoning -- Physical-Reasoning System and Causal Framework -- Basic Information -- Variable Information -- Identifying Variables: The Explanation-Based Learning Process -- A Three-System Account -- Object-Tracking System -- Object-Representation System -- Physical-Reasoning System -- Dissociation between the OR and PR Systems -- Retrieving Object Information from the OR System -- Concluding Remarks: We Have Come a Long Way! -- Note -- References -- CHAPTER TWO: Social Cognition and the Origins of Imitation, Empathy, and Theory of Mind -- Defining the Problem of Developing Social Cognition -- Classical Theories of Childhood: The "Impossible Journey" -- Two Types of Nativism -- The "Like-Me" Theory: Developing Social Cognition -- Imitation and the Early Phases of Social Cognition -- A Theoretical Model of Imitation: Connecting Self and Other -- Evidence from Neuroscience: Perception-Production Mappings and Mirror Neuron Systems -- Person Identity: Social-Communicative Functions of Imitation -- Mutual Imitation Games Develop Social Cognition -- Primitive Perspective-Taking: Infant Gaze Following -- A Social-Cognition Training Study: Changing Infants' Understanding of Vision -- Attributing Goals and Intentions -- Summary and Conclusions -- References -- CHAPTER THREE: Kinds of Agents.
The Early Development of Understanding Intentional Agency and Representing Other Minds: A Brief Historical Introduction (1978-2005) -- Criteria for an Adequate Developmental Theory of Understanding Intentional Agency -- Preverbal Understanding of Other Minds: The Beginnings of a Paradigm Change? (2005-) -- Teleology "Ungrounded": Differences Between Human and Primate Understanding of Instrumental Agency -- Conclusions -- Note -- References -- CHAPTER FOUR: Social Cognition and Social Motivations in Infancy -- Social Cognition: Understanding of Others' Psychological States -- Social Cognition and the Motivation to Share Psychological States with Others -- Broader Social Motivations -- Conclusion -- References -- CHAPTER FIVE: Born to Categorize -- Categorization: A Foundation for Cognition -- Historical Perspective: Traditional Views -- Evidence of Categorization by Infants -- Neural Correlates as Evidenced with an Event-Related Potential Methodology -- Global-to-Basic Category Development: Two Systems of Category Representation? -- A Continuity-Based Approach: Evidence from Computational Simulation -- Out of Infancy - The Transition to Child and Adult Concepts -- Is Category Learning Assisted by Biases? Evidence from Eye-Tracking -- A Role for Experience: Representations for Humans Versus Non-Human Animals -- Not All Humans Are Learned Equally: Further Evidence on the Role of Experience -- Summary and Conclusions -- References -- CHAPTER SIX: Early Memory Development -- Assessing Memory in Infancy -- Event and Autobiographical Memory -- Developmental Changes Across Infancy and Early Childhood -- Explaining Age-Related Changes -- Infantile or Childhood Amnesia -- Conclusion -- References -- CHAPTER SEVEN: Early Word-Learning and Conceptual Development -- Synopsis -- Introduction -- What Does it Take to Learn a Word?. The Evidence: The Evolution of Infants' Word-to-World Expectations -- Conclusions -- Notes -- References -- PART II: Cognitive Development in Early Childhood -- CHAPTER EIGHT: Development of the Animate-Inanimate Distinction -- Introduction: What Is the Animate-Inanimate Distinction and Why Is It Important? -- What Knowledge About Animacy Is Present in Infancy? -- What Are the Developmental Paths by Which this Knowledge Becomes Enriched Over Time? -- How Does an Animacy Distinction Inform Other Aspects of Cognitive Development? -- Summary and Conclusions -- References -- CHAPTER NINE: Language Development -- Theory -- Utterances and Words -- Schemas and Constructions -- Later Development -- Processes of Language Acquisition -- Conclusions -- References -- CHAPTER TEN: Developing a Theory of Mind -- The Course of Theory-of-Mind Development -- Infants' Intention Understandings -- False Belief within Belief-Desire Reasoning -- Autism and Deafness -- Progressions in Theory-of-Mind Understandings -- Primate Intention Understanding -- Brain Bases -- Conclusions -- References -- CHAPTER ELEVEN: Pretend Play and Cognitive Development -- Introduction -- Social Referencing -- Reading Intentions -- Quarantine -- Pretense Play as Symbolic -- Pretend Play and Social Cognition -- Pretense and Cognitive Neuroscience -- Conclusion -- References -- CHAPTER TWELVE: Early Development of the Understanding and Use of Symbolic Artifacts -- Symbol-Mediated Problem Solving -- Young Children's Performance in Symbolic Object-Retrieval Tasks -- A Model of Young Children's Symbol Use and Understanding -- Development in Young Children's Symbolic Functioning -- Conclusion -- References -- PART III: Topics in Cognitive Development in Childhood -- CHAPTER THIRTEEN: Memory Development in Childhood -- Early Investigations of Memory Development. Current Trends in Research on Memory Development -- The Development of Implicit Memory -- The Development of Episodic Memory -- Important Determinants of Memory Development -- Future Directions for Memory Development Research -- References -- CHAPTER FOURTEEN: Causal Reasoning and Explanation -- Introduction and Overview -- Perceptual and Mechanical Causation -- Non-Mechanical Causation -- General Summary and Implications -- References -- CHAPTER FIFTEEN: Inductive and Deductive Reasoning -- Inductive Reasoning -- Deductive Reasoning -- Conclusion -- References -- CHAPTER SIXTEEN: The Development of Moral Reasoning -- The Structure and Scope of Morality -- Morality and Culture -- Morality and Emotion -- Conclusion -- References -- CHAPTER SEVENTEEN: Spatial Development -- Introduction -- Organizing Spatial Development -- Illustrative Empirical Research -- Concluding Comments -- References -- CHAPTER EIGHTEEN: Children's Intuitive Physics -- Time and Speed -- Trajectories of Moving Objects and the Straight Throw -- Force and Weight -- Matter, Mass, Weight, Volume, and Density -- Density, Temperature, Sweetness, and Other Intensive Quantities -- Conclusions -- References -- CHAPTER NINETEEN: What is Scientific Thinking and How Does it Develop? -- What is Scientific Thinking? -- Developmental Origins of Scientific Thinking -- Phases of Scientific Thinking: Inquiry, Analysis, Inference, and Argument -- The Role of Meta-Level Processes in Scientific Thinking -- Scientific Thinking a s Argument -- Educating Scientific Thinking and Thinkers -- References -- CHAPTER TWENTY: Reading Development and Dyslexia -- The Task of Learning to Read -- Individual Differences in Reading Development -- Neural Correlates of Reading and Dyslexia -- A Final Word on Reading Instruction -- Conclusions -- References -- CHAPTER TWENTY-ONE: Children's Understanding of Mathematics. Numbers, Quantities, and Relations -- Learning About Arithmetical Operations -- Conclusions -- References -- CHAPTER TWENTY-TWO: Executive Function in Typical and Atypical Development -- Introduction -- Definitional Issues -- Structure-Function Mapping -- EF in Typical Development -- EF in Atypical Development -- Conclusion -- References -- CHAPTER TWENTY-THREE: Language and Cognition -- Introduction -- Language in Populations with Impaired Cognition -- Language Disorders in the Absence of Intellectual Impairment or Sensory Deficits -- Conclusion -- References -- CHAPTER TWENTY-FOUR: The Empathizing-Systemizing (E-S) Theory of Autism -- The Mindblindness Theory -- The Empathizing-Systemizing (E-S) Theory -- The Extreme Male Brain Theory -- The Autistic Mind: In Search of "Truth" -- Hyper-Systemizing: Implications for Intervention -- References -- PART IV: Theories of Cognitive Development -- CHAPTER TWENTY-FIVE: Piaget's Theory -- The Emergence of Piaget's Theory -- Main Theoretical Claims -- Reactions to Piaget' s Theory: New Findings, New Issues -- Contemporary Piagetian-Influenced Work: Issues of Cognitive Development Revisited -- Why We Still Need Piaget's Theory -- Conclusions -- References -- CHAPTER TWENTY-SIX: Vygotsky and Psychology -- Introduction -- Psychological Tools and Mediation -- Development and Dialectics -- Concept Formation -- Zone of Proximal Development -- Biology in Development -- Affect and Cognition -- References -- CHAPTER TWENTY-SEVEN: Information-Processing Models of Cognitive Development -- Neo-Piagetian Models -- Attempts at Synthesis -- Processing Speed -- Cognitive Complexity -- Levels of Cognitive Functioning -- Process Models of Cognitive Development -- Relational Knowledge and Analogy -- Symbolic Neural Net Models -- Conclusion -- References -- CHAPTER TWENTY-EIGHT: Neuroconstructivism -- Introduction. The Neuroconstructivist Framework. |
| Record Nr. | UNINA-9910808965803321 |
| Malden, MA, : Wiley-Blackwell, 2010 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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