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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 | ||
| ||
The Wiley-Blackwell handbook of childhood social development / / Edited by Peter K. Smith, Craig H. Hart
| The Wiley-Blackwell handbook of childhood social development / / Edited by Peter K. Smith, Craig H. Hart |
| Edizione | [3rd ed.] |
| Pubbl/distr/stampa | Hoboken, NJ : , : John Wiley & Sons Ltd, , [2022] |
| Descrizione fisica | 1 online resource (1214 pages) |
| Disciplina | 305.231 |
| Collana | Wiley-Blackwell handbooks of developmental psychology |
| Soggetto topico |
Child psychology
Developmental psychology Child development |
| Soggetto genere / forma | Electronic books. |
| ISBN |
9781119678991
1-119-67902-8 1-119-67899-4 1-119-67897-8 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910555152503321 |
| Hoboken, NJ : , : John Wiley & Sons Ltd, , [2022] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
The Wiley-Blackwell handbook of childhood social development / / Edited by Peter K. Smith, Craig H. Hart
| The Wiley-Blackwell handbook of childhood social development / / Edited by Peter K. Smith, Craig H. Hart |
| Edizione | [3rd ed.] |
| Pubbl/distr/stampa | Hoboken, NJ : , : John Wiley & Sons Ltd, , [2022] |
| Descrizione fisica | 1 online resource (1214 pages) |
| Disciplina | 305.231 |
| Collana | Wiley-Blackwell handbooks of developmental psychology |
| Soggetto topico |
Child psychology
Developmental psychology Child development |
| ISBN |
1-119-67902-8
1-119-67899-4 1-119-67897-8 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910678282103321 |
| Hoboken, NJ : , : John Wiley & Sons Ltd, , [2022] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Women and Children as Victims and Offenders: Background, Prevention, Reintegration : Suggestions for Succeeding Generations (Volume 2) / / edited by Helmut Kury, Sławomir Redo, Evelyn Shea
| Women and Children as Victims and Offenders: Background, Prevention, Reintegration : Suggestions for Succeeding Generations (Volume 2) / / edited by Helmut Kury, Sławomir Redo, Evelyn Shea |
| Edizione | [1st ed. 2016.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Springer, , 2016 |
| Descrizione fisica | 1 online resource (LXXXII, 860 p. 55 illus., 48 illus. in color.) |
| Disciplina | 345 |
| Soggetto topico |
International criminal law
Criminology Child psychology School psychology Human rights Sociology Well-being Children International Criminal Law Criminology and Criminal Justice, general Child and School Psychology Human Rights Gender Studies Child Well-being |
| ISBN | 3-319-28424-X |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Volume 2 Part IV: The role of crime prevention: Punishment – imprisonment - alternative sanctions -- Part V: Crime Prevention: Proactive Strategies -- Part VI: Final Discussion . |
| Record Nr. | UNINA-9910255198103321 |
| Cham : , : Springer International Publishing : , : Imprint : Springer, , 2016 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Women and Children as Victims and Offenders: Background, Prevention, Reintegration : Suggestions for Succeeding Generations (Volume 1) / / edited by Helmut Kury, Sławomir Redo, Evelyn Shea
| Women and Children as Victims and Offenders: Background, Prevention, Reintegration : Suggestions for Succeeding Generations (Volume 1) / / edited by Helmut Kury, Sławomir Redo, Evelyn Shea |
| Edizione | [1st ed. 2016.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Springer, , 2016 |
| Descrizione fisica | 1 online resource (1062 p.) |
| Disciplina | 340 |
| Soggetto topico |
International criminal law
Criminology Child psychology School psychology Human rights Sociology Well-being Children International Criminal Law Criminology and Criminal Justice, general Child and School Psychology Human Rights Gender Studies Child Well-being |
| ISBN | 3-319-08398-8 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Volume 1 Part I: UN Principles for crime prevention-treatment of women and children -- Part II: Education and social learning: their impact on the development of children and adolescents -- Part III: Children/juveniles and women as victims and offenders -- . |
| Record Nr. | UNINA-9910255200603321 |
| Cham : , : Springer International Publishing : , : Imprint : Springer, , 2016 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Women Leaders in School Psychology : Career Retrospectives and Guidance / / edited by Carol S. Lidz
| Women Leaders in School Psychology : Career Retrospectives and Guidance / / edited by Carol S. Lidz |
| Edizione | [1st ed. 2020.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Springer, , 2020 |
| Descrizione fisica | 1 online resource (xvii, 496 pages) : illustrations |
| Disciplina |
150.92
371.71309252 |
| Soggetto topico |
Child psychology
School psychology Educational policy Education and state Families Families—Social aspects Child and School Psychology Educational Policy and Politics Family Psicòlogues Psicòlegs escolars Psicologia escolar Psicologia pedagògica |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-030-43543-1 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Chapter 1: Some History -- Chapter 2: An Academic’s Path -- Chapter 3: An Australian Story -- Chapter 4: My Path in School Psychology -- Chapter 5: My Long Days’ Journey into NOW! -- Chapter 6: The Role of Serendipity and Opportunity in Shaping a Career in School Psychology -- Chapter 7: A Career of Rich and Rewarding Compromises -- Chapter 8: Journey Toward Multicultural Consultation and Diversity of Perspectives -- Chapter 9: A Career in School Psychology: Some Themes, Many Variations -- Chapter 10: Bridging Practice, Academe, and Cultures as a School Psychologist in Israel -- Chapter 11: Embracing the Academic Life with All its Highs and Lows -- Chapter 12: Perseverance and Joy: Advancing the Lives of Children -- Chapter 13: A Professional Journey: A Privilege and Responsibility -- Chapter 14: My Journey as a School Psychology Advocate -- Chapter 15: Intertwining Journeys and Professional Passions -- Chapter 16: An Alternative Life in the Mainstream, Revisited -- Chapter 17: An Unforeseen Journey -- Chapter 18: Entrepreneurial School Psychologist -- Chapter 19: On becoming a Culturally Competent School Psychologist -- Chapter 20: All Roads Led Me to School Psychology. . |
| Record Nr. | UNINA-9910416136603321 |
| Cham : , : Springer International Publishing : , : Imprint : Springer, , 2020 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Working with Transgender Young People and their Families [[electronic resource] ] : A Critical Developmental Approach / / by Damien W. Riggs
| Working with Transgender Young People and their Families [[electronic resource] ] : A Critical Developmental Approach / / by Damien W. Riggs |
| Autore | Riggs Damien W |
| Edizione | [1st ed. 2019.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Palgrave Macmillan, , 2019 |
| Descrizione fisica | 1 online resource (160 pages) |
| Disciplina | 362.7083 |
| Collana | Critical and Applied Approaches in Sexuality, Gender and Identity |
| Soggetto topico |
Psychology
Sex (Psychology) Gender expression Self Identity (Psychology) Child psychology School psychology Sociology Child psychiatry Popular Science in Psychology Gender Studies Self and Identity Child and School Psychology Child and Adolescent Psychiatry |
| ISBN | 3-030-14231-0 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Preface -- Chapter 1: Introduction -- Chapter 2: Children and Gender Development -- Chapter 3: Challenges and Joys in Adolescence -- Chapter 4: Parent Journeys through Cisgenderism -- Chapter 5: Siblings, Grandparents, and Animal Companions -- Chapter 6: Conclusion. |
| Record Nr. | UNINA-9910337662303321 |
Riggs Damien W
|
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| Cham : , : Springer International Publishing : , : Imprint : Palgrave Macmillan, , 2019 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Wright's behavior management in dentistry for children / / edited by Ari Kupietzky
| Wright's behavior management in dentistry for children / / edited by Ari Kupietzky |
| Edizione | [Third edition.] |
| Pubbl/distr/stampa | Hoboken, New Jersey : , : Wiley-Blackwell, , [2021] |
| Descrizione fisica | 1 online resource (318 pages) |
| Disciplina | 617.6/45 |
| Soggetto topico |
Children - Behavior
Child psychology |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-119-68094-8
1-119-68093-X 1-119-68098-0 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910555186603321 |
| Hoboken, New Jersey : , : Wiley-Blackwell, , [2021] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Wright's behavior management in dentistry for children / / edited by Ari Kupietzky
| Wright's behavior management in dentistry for children / / edited by Ari Kupietzky |
| Edizione | [Third edition.] |
| Pubbl/distr/stampa | Hoboken, New Jersey : , : Wiley-Blackwell, , [2021] |
| Descrizione fisica | 1 online resource (318 pages) |
| Disciplina | 617.6/45 |
| Soggetto topico |
Children - Behavior
Child psychology |
| ISBN |
1-119-68094-8
1-119-68093-X 1-119-68098-0 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910830274103321 |
| Hoboken, New Jersey : , : Wiley-Blackwell, , [2021] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Soggetto topico
-
Child psychology
(900)
- School psychology (343)
- Child and School Psychology (329)
- Child development (201)
- Social work (134)