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Developmental cognitive science goes to school / / edited by Nancy L. Stein and Stephen W. Raudenbush
| Developmental cognitive science goes to school / / edited by Nancy L. Stein and Stephen W. Raudenbush |
| Pubbl/distr/stampa | New York : , : Routledge, , 2011 |
| Descrizione fisica | 1 online resource (361 p.) |
| Disciplina | 370.15/23 |
| Altri autori (Persone) |
RaudenbushStephen W
SteinNancy L |
| Soggetto topico |
Cognitive learning
Science - Study and teaching Mathematics - Study and teaching Content area reading |
| Soggetto genere / forma | Electronic books. |
| ISBN |
0-415-98884-5
0-203-83753-3 1-136-87122-5 1-136-87123-3 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover ; Developmental Cognitive Science Goes to School; Title Page ; Copyright Page ; Dedication; Table of Contents ; Preface ; Acknowledgments ; 1 Developmental and Learning Sciences z to School: An Overview ; Part I Reading, Learning, and Teaching ; 2 Instructional Influences on Growth of Early Reading: Individualizing Student Learning ; 3 Literacies for Learning: A Multiple Source Comprehension Illustration ; 4 Constraints on Learning from Expository Science Texts ; 5 Two Challenges: Teaching Academic Language and Working Productively with Schools
6 Learning to Remember: Mothers and Teachers Talking with Children Part II Science and Learning ; 7 A Theory of Coherence and Complex Learning in the Physical Sciences: What Works (and What Doesn't) ; 8 Science Classrooms as Learning Labs ; 9 A Research-Based Instructional Model for Integrating Meaningful Learning in Elementary Science and Reading Comprehension: Implications for Policy and Practice ; 10 Children's Cognitive Algebra and Intuitive Physics as Foundations of Early Learning in the Sciences ; 11 Learning Newtonian Physics with Conversational Agents and Interactive Simulations Part III Mathematical Learning 12 Emerging Ability to Determine Size: Use of Measurement ; 13 Number Development in Context: Variations in Home and School Input During the Preschool Years ; 14 Analogy and Classroom Mathematics Learning ; 15 Gestures in the Mathematics Classroom: What's the Point? ; 16 Perceptual Learning and Adaptive Learning Technology: Developing New Approaches to Mathematics Learning in the Classroom ; 17 Algebraic Misconceptions: A Test for Teacher (and Researcher) Use for Diagnosing Misconceptions of the Variable 18 Towards Instructional Design for Grounded Mathematics Learning: The Case of the Binomial Part IV Theoretical and Methodological Concerns ; 19 Linking Cognitive and Developmental Research and Theory to Problems of Educational Practice: A Consideration of Agendas and Issues ; 20 The Evolution of Head Start: Why the Combination of Politics and Science Changed Program Management More than Program Design ; 21 Connecting Developmental Science to Educational Policy by Studying Classroom Instruction ; Volume Contributors ; Index |
| Record Nr. | UNINA-9910452616403321 |
| New York : , : Routledge, , 2011 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Developmental cognitive science goes to school / / edited by Nancy L. Stein and Stephen W. Raudenbush
| Developmental cognitive science goes to school / / edited by Nancy L. Stein and Stephen W. Raudenbush |
| Pubbl/distr/stampa | New York : , : Routledge, , 2011 |
| Descrizione fisica | 1 online resource (361 p.) |
| Disciplina | 370.15/23 |
| Altri autori (Persone) |
RaudenbushStephen W
SteinNancy L |
| Soggetto topico |
Cognitive learning
Science - Study and teaching Mathematics - Study and teaching Content area reading |
| ISBN |
0-415-98884-5
0-203-83753-3 1-136-87122-5 1-136-87123-3 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover ; Developmental Cognitive Science Goes to School; Title Page ; Copyright Page ; Dedication; Table of Contents ; Preface ; Acknowledgments ; 1 Developmental and Learning Sciences z to School: An Overview ; Part I Reading, Learning, and Teaching ; 2 Instructional Influences on Growth of Early Reading: Individualizing Student Learning ; 3 Literacies for Learning: A Multiple Source Comprehension Illustration ; 4 Constraints on Learning from Expository Science Texts ; 5 Two Challenges: Teaching Academic Language and Working Productively with Schools
6 Learning to Remember: Mothers and Teachers Talking with Children Part II Science and Learning ; 7 A Theory of Coherence and Complex Learning in the Physical Sciences: What Works (and What Doesn't) ; 8 Science Classrooms as Learning Labs ; 9 A Research-Based Instructional Model for Integrating Meaningful Learning in Elementary Science and Reading Comprehension: Implications for Policy and Practice ; 10 Children's Cognitive Algebra and Intuitive Physics as Foundations of Early Learning in the Sciences ; 11 Learning Newtonian Physics with Conversational Agents and Interactive Simulations Part III Mathematical Learning 12 Emerging Ability to Determine Size: Use of Measurement ; 13 Number Development in Context: Variations in Home and School Input During the Preschool Years ; 14 Analogy and Classroom Mathematics Learning ; 15 Gestures in the Mathematics Classroom: What's the Point? ; 16 Perceptual Learning and Adaptive Learning Technology: Developing New Approaches to Mathematics Learning in the Classroom ; 17 Algebraic Misconceptions: A Test for Teacher (and Researcher) Use for Diagnosing Misconceptions of the Variable 18 Towards Instructional Design for Grounded Mathematics Learning: The Case of the Binomial Part IV Theoretical and Methodological Concerns ; 19 Linking Cognitive and Developmental Research and Theory to Problems of Educational Practice: A Consideration of Agendas and Issues ; 20 The Evolution of Head Start: Why the Combination of Politics and Science Changed Program Management More than Program Design ; 21 Connecting Developmental Science to Educational Policy by Studying Classroom Instruction ; Volume Contributors ; Index |
| Record Nr. | UNINA-9910790580403321 |
| New York : , : Routledge, , 2011 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Developmental cognitive science goes to school / / edited by Nancy L. Stein and Stephen W. Raudenbush
| Developmental cognitive science goes to school / / edited by Nancy L. Stein and Stephen W. Raudenbush |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | New York : , : Routledge, , 2011 |
| Descrizione fisica | 1 online resource (361 p.) |
| Disciplina | 370.15/23 |
| Altri autori (Persone) |
RaudenbushStephen W
SteinNancy L |
| Soggetto topico |
Cognitive learning
Science - Study and teaching Mathematics - Study and teaching Content area reading |
| ISBN |
0-415-98884-5
0-203-83753-3 1-136-87122-5 1-136-87123-3 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover ; Developmental Cognitive Science Goes to School; Title Page ; Copyright Page ; Dedication; Table of Contents ; Preface ; Acknowledgments ; 1 Developmental and Learning Sciences z to School: An Overview ; Part I Reading, Learning, and Teaching ; 2 Instructional Influences on Growth of Early Reading: Individualizing Student Learning ; 3 Literacies for Learning: A Multiple Source Comprehension Illustration ; 4 Constraints on Learning from Expository Science Texts ; 5 Two Challenges: Teaching Academic Language and Working Productively with Schools
6 Learning to Remember: Mothers and Teachers Talking with Children Part II Science and Learning ; 7 A Theory of Coherence and Complex Learning in the Physical Sciences: What Works (and What Doesn't) ; 8 Science Classrooms as Learning Labs ; 9 A Research-Based Instructional Model for Integrating Meaningful Learning in Elementary Science and Reading Comprehension: Implications for Policy and Practice ; 10 Children's Cognitive Algebra and Intuitive Physics as Foundations of Early Learning in the Sciences ; 11 Learning Newtonian Physics with Conversational Agents and Interactive Simulations Part III Mathematical Learning 12 Emerging Ability to Determine Size: Use of Measurement ; 13 Number Development in Context: Variations in Home and School Input During the Preschool Years ; 14 Analogy and Classroom Mathematics Learning ; 15 Gestures in the Mathematics Classroom: What's the Point? ; 16 Perceptual Learning and Adaptive Learning Technology: Developing New Approaches to Mathematics Learning in the Classroom ; 17 Algebraic Misconceptions: A Test for Teacher (and Researcher) Use for Diagnosing Misconceptions of the Variable 18 Towards Instructional Design for Grounded Mathematics Learning: The Case of the Binomial Part IV Theoretical and Methodological Concerns ; 19 Linking Cognitive and Developmental Research and Theory to Problems of Educational Practice: A Consideration of Agendas and Issues ; 20 The Evolution of Head Start: Why the Combination of Politics and Science Changed Program Management More than Program Design ; 21 Connecting Developmental Science to Educational Policy by Studying Classroom Instruction ; Volume Contributors ; Index |
| Record Nr. | UNINA-9910811534203321 |
| New York : , : Routledge, , 2011 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Representation, memory, and development : essays in honor of Jean Mandler / / edited by Nancy L. Stein, Patricia J. Bauer, Mitchell Rabinowitz
| Representation, memory, and development : essays in honor of Jean Mandler / / edited by Nancy L. Stein, Patricia J. Bauer, Mitchell Rabinowitz |
| Pubbl/distr/stampa | New York : , : Psychology Press, , 2012 |
| Descrizione fisica | xiii, 281 p. : ill |
| Disciplina | 155.4/13 |
| Altri autori (Persone) |
BauerPatricia J
MandlerJean Matter RabinowitzMitchell SteinNancy L |
| Soggetto topico |
Cognition in children
Mental representation in children Memory in children Child development |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-135-63590-0
9786612596391 1-282-59639-X 1-4106-1311-9 0-8058-4196-2 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | 1. Being there conceptually : simulating categories in preparation for situated action / Larry Barsalou -- 2. Building toward a past : construction of a reliable long-term recall memory system / Patricia J. Bauer -- 3. The origin of concepts : continuing the conversation / Susan Carey -- 4. Scripts, schemas, and memory of trauma / Robyn Fivush -- 5. On animates and other worldly things / Rochel Gelman -- 6. How to build a baby that develops atypically / Annette Karmiloff-Smith -- 7. Pretense and representation revisited / Alan M. Leslie -- 8. Early concepts and early language acquisition : what does similarity have to do with either? / Laraine McDonough -- 9. A stitch in time : the fabric and context of events / Tamar Murachver -- 10. The reemergence of function / Katherine Nelson and Angelica Ware -- 11. The procedural-procedural knowledge distinction / Mitchell Rabinowitz -- 12. Spatial knowledge : perceptual constraints and linguistic variation / Terry Regier and Laura Carlson -- 13. Conceptual development in infancy : the case of containment / Elizabeth S. Spelke and Susan J. Hespos -- 14. Memories for emotional, stressful, and traumatic events / Nancy L. Stein. |
| Record Nr. | UNINA-9910454785103321 |
| New York : , : Psychology Press, , 2012 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Representation, memory, and development : essays in honor of Jean Mandler / / edited by Nancy L. Stein, Patricia J. Bauer, Mitchell Rabinowitz
| Representation, memory, and development : essays in honor of Jean Mandler / / edited by Nancy L. Stein, Patricia J. Bauer, Mitchell Rabinowitz |
| Pubbl/distr/stampa | New York : , : Psychology Press, , 2012 |
| Descrizione fisica | xiii, 281 p. : ill |
| Disciplina | 155.4/13 |
| Altri autori (Persone) |
BauerPatricia J
MandlerJean Matter RabinowitzMitchell SteinNancy L |
| Soggetto topico |
Cognition in children
Mental representation in children Memory in children Child development |
| ISBN |
1-135-63589-7
1-135-63590-0 9786612596391 1-282-59639-X 1-4106-1311-9 0-8058-4196-2 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | 1. Being there conceptually : simulating categories in preparation for situated action / Larry Barsalou -- 2. Building toward a past : construction of a reliable long-term recall memory system / Patricia J. Bauer -- 3. The origin of concepts : continuing the conversation / Susan Carey -- 4. Scripts, schemas, and memory of trauma / Robyn Fivush -- 5. On animates and other worldly things / Rochel Gelman -- 6. How to build a baby that develops atypically / Annette Karmiloff-Smith -- 7. Pretense and representation revisited / Alan M. Leslie -- 8. Early concepts and early language acquisition : what does similarity have to do with either? / Laraine McDonough -- 9. A stitch in time : the fabric and context of events / Tamar Murachver -- 10. The reemergence of function / Katherine Nelson and Angelica Ware -- 11. The procedural-procedural knowledge distinction / Mitchell Rabinowitz -- 12. Spatial knowledge : perceptual constraints and linguistic variation / Terry Regier and Laura Carlson -- 13. Conceptual development in infancy : the case of containment / Elizabeth S. Spelke and Susan J. Hespos -- 14. Memories for emotional, stressful, and traumatic events / Nancy L. Stein. |
| Record Nr. | UNINA-9910780064603321 |
| New York : , : Psychology Press, , 2012 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Representation, memory, and development : essays in honor of Jean Mandler / / edited by Nancy L. Stein, Patricia J. Bauer, Mitchell Rabinowitz
| Representation, memory, and development : essays in honor of Jean Mandler / / edited by Nancy L. Stein, Patricia J. Bauer, Mitchell Rabinowitz |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | New York : , : Psychology Press, , 2012 |
| Descrizione fisica | xiii, 281 p. : ill |
| Disciplina | 155.4/13 |
| Altri autori (Persone) |
BauerPatricia J
MandlerJean Matter RabinowitzMitchell SteinNancy L |
| Soggetto topico |
Cognition in children
Mental representation in children Memory in children Child development |
| ISBN |
0-8028-5231-9
1-135-63589-7 1-135-63590-0 9786612596391 1-282-59639-X 1-4106-1311-9 0-8058-4196-2 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | 1. Being there conceptually : simulating categories in preparation for situated action / Larry Barsalou -- 2. Building toward a past : construction of a reliable long-term recall memory system / Patricia J. Bauer -- 3. The origin of concepts : continuing the conversation / Susan Carey -- 4. Scripts, schemas, and memory of trauma / Robyn Fivush -- 5. On animates and other worldly things / Rochel Gelman -- 6. How to build a baby that develops atypically / Annette Karmiloff-Smith -- 7. Pretense and representation revisited / Alan M. Leslie -- 8. Early concepts and early language acquisition : what does similarity have to do with either? / Laraine McDonough -- 9. A stitch in time : the fabric and context of events / Tamar Murachver -- 10. The reemergence of function / Katherine Nelson and Angelica Ware -- 11. The procedural-procedural knowledge distinction / Mitchell Rabinowitz -- 12. Spatial knowledge : perceptual constraints and linguistic variation / Terry Regier and Laura Carlson -- 13. Conceptual development in infancy : the case of containment / Elizabeth S. Spelke and Susan J. Hespos -- 14. Memories for emotional, stressful, and traumatic events / Nancy L. Stein. |
| Record Nr. | UNINA-9910823245703321 |
| New York : , : Psychology Press, , 2012 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||