UID:
almafu_9960073151102883
Umfang:
1 online resource (473 p.)
ISBN:
1-281-05906-4
,
9786611059064
,
0-08-053862-2
Serie:
Handbook of perception and cognition, 2nd edition
Inhalt:
Perceptual and Cognitive Development illustrates how the developmental approach yields fundamental contributions to our understanding of perception and cognition as a whole. The book discusses how to relate developmental, comparative, and neurological considerations to early learning and development, and it presents fundamental problems in cognition and language, such as the acquisition of a coherent, organized, and shared understanding of concepts and language. Discussions of learning, memory, attention, and problem solving are embedded within specific accounts of the neurological stat
Anmerkung:
Description based upon print version of record.
,
Front Cover; Perceptual and Cognitive Development; Copyright Page; Contents; Foreword; Preface; Part 1: Perception and Cognition; Chapter 1. The Origins of Object Perception; I. Introduction; II. Edge Detection; III. Edge Classification; IV. Boundary Assignment; V. Unit Formation; VI. Three-Dimensional Form Perception; VII. Perception of Size; VIII. Tangibility and Substance; IX. Conclusions; References; Chapter 2. Perceptual Classification and Expertise; I. Introduction; II. Face Recognition
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III. What Do We Know about the Acquisition of Expertise at Perceptual Classification, Independent of Considerations of Age?IV. The Effect of Orientation on Configural Encoding; V. Are Faces Processed Less as Configurations by Children; VI. Expertise: The Mystery Factor; VII. A Few Concluding Remarks; References; Chapter 3. Early Cognitive Development: Objects and Space; I. Two Views of Cognitive Development; II. Developing Knowledge of Objects; III. Developing Knowledge of Space; IV. Themes and Prospects; References; Part 2: Cognition and Language; Chapter 4. Concepts and Theories
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I. IntroductionII. Concepts; II. Theories; IV. Concepts and Theories; V. Conclusions; References; Chapter 5. Controversies in Language Acquisition: Word Learning and the Part of Speech; I. Introduction; II. Evidence Concerning the Role of Syntax in Word Learning; III. The Origin of Children's Knowledge of Syntactic Cues to Word Meaning; IV. What Role Do Syntactic Cues Play in Word Learning?; V. Conclusion: The Proper Place of Syntactic Cues within a Theory of Early Language Development; References; Chapter 6. The Development of External Symbol Systems: The Child as a Notator; I. Introduction
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II. Symbolization and NotationIII. Constraints on the Development of Drawing; IV. Constraints on Written Language and Number Notation; V. Constraints on Children's Use and Understanding of Maps; VI. Constraints on Children's Use of Scale Models; VII. Summary and Future Directions; References; Chapter 7. Origins of Quantitative Competence; I. Origins of Quantitative Reasoning; II. Does Quantitative Reasoning Depend on a "Number Concept?"; III. Measurement and Early Quantitative Knowledge; IV. The Nature of Mathematical Development: An Organizing Metaphor; V. Infant Numerical Abilities
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VI. Counting and Early Mathematical DevelopmentVII. Symbolic Tools for Mathematical Reasoning; VIII. From Counting to Arithmetic; IX. Mathematical Reasoning Reprised; References; Chapter 8. Conversation and Cognition; I. Children and Conversation: A Paradox; II. Conversation and Theory of Mind; III. Conversational Processes in Suggestibility and Children's Recollections of Events; IV. Explaining the Transition; V. Concluding Remarks: Toward Resolving More Than One Paradox; References; Chapter 9. A Theory of Mind Perspective on Social Cognitive Development; I. Introduction
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11. The Development of a Theory of Mind
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English
Weitere Ausg.:
ISBN 0-12-279660-8
Sprache:
Englisch
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