Info
- Utilizzare la checkbox di selezione a fianco di ciascun documento per attivare le funzionalità di stampa, invio email, download nei formati disponibili del (i) record.
Blackwell handbook of childhood cognitive development [[electronic resource] /] / edited by Usha Goswami
| Blackwell handbook of childhood cognitive development [[electronic resource] /] / edited by Usha Goswami |
| Pubbl/distr/stampa | Malden, MA, : Blackwell Publishers, 2002 |
| Descrizione fisica | 1 online resource (761 pages) : ill |
| Disciplina | 155.4/13 |
| Altri autori (Persone) | GoswamiUsha C |
| Collana | Blackwell handbooks of developmental psychology |
| Soggetto topico | Cognition in children |
| ISBN |
1-4051-6595-2
1-280-19754-4 9786610197545 0-470-70208-7 1-84972-082-7 0-470-99665-X 1-4051-4298-7 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910146593503321 |
| Malden, MA, : Blackwell Publishers, 2002 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Blackwell handbook of childhood cognitive development [[electronic resource] /] / edited by Usha Goswami
| Blackwell handbook of childhood cognitive development [[electronic resource] /] / edited by Usha Goswami |
| Pubbl/distr/stampa | Malden, MA, : Blackwell Publishers, 2002 |
| Descrizione fisica | 1 online resource (761 pages) : ill |
| Disciplina | 155.4/13 |
| Altri autori (Persone) | GoswamiUsha C |
| Collana | Blackwell handbooks of developmental psychology |
| Soggetto topico | Cognition in children |
| ISBN |
1-4051-6595-2
1-280-19754-4 9786610197545 0-470-70208-7 1-84972-082-7 0-470-99665-X 1-4051-4298-7 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNISA-996211210903316 |
| Malden, MA, : Blackwell Publishers, 2002 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. di Salerno | ||
| ||
Blackwell handbook of childhood cognitive development [[electronic resource] /] / edited by Usha Goswami
| Blackwell handbook of childhood cognitive development [[electronic resource] /] / edited by Usha Goswami |
| Pubbl/distr/stampa | Malden, MA, : Blackwell Publishers, 2002 |
| Descrizione fisica | 1 online resource (761 pages) : ill |
| Disciplina | 155.4/13 |
| Altri autori (Persone) | GoswamiUsha C |
| Collana | Blackwell handbooks of developmental psychology |
| Soggetto topico | Cognition in children |
| ISBN |
1-4051-6595-2
1-280-19754-4 9786610197545 0-470-70208-7 1-84972-082-7 0-470-99665-X 1-4051-4298-7 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910830686803321 |
| Malden, MA, : Blackwell Publishers, 2002 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Blackwell handbook of childhood cognitive development [[electronic resource] /] / edited by Usha Goswami
| Blackwell handbook of childhood cognitive development [[electronic resource] /] / edited by Usha Goswami |
| Pubbl/distr/stampa | Malden, MA, : Blackwell Publishers, 2002 |
| Descrizione fisica | 1 online resource (761 pages) : ill |
| Disciplina | 155.4/13 |
| Altri autori (Persone) | GoswamiUsha C |
| Collana | Blackwell handbooks of developmental psychology |
| Soggetto topico | Cognition in children |
| ISBN |
1-4051-6595-2
1-280-19754-4 9786610197545 0-470-70208-7 1-84972-082-7 0-470-99665-X 1-4051-4298-7 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910840812203321 |
| Malden, MA, : Blackwell Publishers, 2002 | ||
| 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 | ||
| ||