Children's thinking:
Gespeichert in:
| Beteiligte Personen: | , |
|---|---|
| Format: | Buch |
| Sprache: | Englisch |
| Veröffentlicht: |
Upper Saddle River, NJ
Pearson Prentice-Hall
2005
|
| Ausgabe: | 4. ed., international ed. |
| Schlagwörter: | |
| Links: | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=010585989&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| Umfang: | XIV, 513 S. Ill., graph. Darst. |
| ISBN: | 0131293338 0131113844 |
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Datensatz im Suchindex
| _version_ | 1819260655171010560 |
|---|---|
| adam_text | Contents
Preface
xiii
AN
INTRODUCTION
TO CHILDREN S THINKINU
1
What Is Children s Thinking?
2
Key Questions about Children s Thinking
3
Are some capabilities innate!
4
Does development progress through stages?
6
How does change occur?
8
How do individuals differ?
10
How do changes in the brain contribute to cognitive development?
13
How does the social world contribute to cognitive development?
18
The Book s Organization
22
The chapter-by-chapter organization
22
The central themes
24
Summary
25
Recommended Readings
25
PIAGET S THEORY OF DEVELOPMENT
26
An Overview of Piaget s Theory
28
The theory as a whole
28
The stages of development
29
Developmental processes
30
Orienting assumptions
32
The Stage Model
34
The sensorimotor period (birth to roughly
2
years)
34
The preoperational period (roughly
2
years to
6
or
7
years)
39
Contents
Contents
The concrete operations period (roughly
6
or
7
years to
11
or
11
years)
42
The formal operations period (roughly
11
or
12
years onward)
44
The Development of Some Critical Concepts
46
Conservation
46
Classes and relations
48
An Evaluation of Piaget s Theory
54
How accurately does the theory describe particular aspects
of children s thinking?
54
How stagelike is children s thinking?
57
How well do Piaget s general characterizations fit children s thinking?
60
The current status of Piaget s theory
62
Summary
62
Recommended Readings
64
INFORMA
TION-PROCESSINÜ
THEORIES OF DEVELOPMENT
65
An Overview of the Information-Processing System
68
Structural characteristics
68
Processes
72
Information-Processing Theories of Development
75
Neo-Piagetian theories
75
Psychometric theories
82
Production system theories
86
Connectionist theories
92
Theories of cognitive evolution
97
Summary
104
Recommended Readings
106
SOCIOCULTURAL
THEORIES OF DEVELOPMENT
107
Central Themes of
Sociocultural
Approaches to Cognitive
Development
109
Cognitive development occurs in social interaction
110
Psychological functioning is mediated by language and other
cultural tools
112
Cultural norms and other people influence children s opportunities
for learning
115
Social and cultural learning require particular cognitive abilities
116
Summary
118
Contents
Modern
Empirical
Research in
the Sociocultural
Tradition 118
Learning in interaction with adults
119
Learning in interaction with peers
121
Guided participation in cultural activities
125
Language as a psychological tool
128
Educational Implications of Sociocultural Theories
133
Sociocultural approaches to assessing children s knowledge
133
Educational interventions based on sociocultural principles
134
Learning to use psychological tools
135
Sociocultural interpretations of classroom processes
137
Summary
138
Recommended Readings
140
PERCEPTUAL DEVELOPMENT
141
Vision
144
Attending to visual patterns
147
Identifying objects and events
152
Locating objects
161
Hearing
164
Attending to sounds
165
Identifying sounds
166
Auditory localization
170
Intersensory Integration
172
Attending
172
Identifying objects and events
173
Locating
174
Chronological Summary
174
Perception and Action
176
Perception guides action
176
Actions generate perceptual information
177
Summary
180
Recommended Readings
181
LANGUAGE DEVELOPMENT
183
General Issues Regarding Language Development
186
Is language special?
186
What is the biological basis of language?
188
Contents
Phonology
190
Development
of knowledge about the sounds of language
190
Development of the ability to produce sounds
192
Meaning
195
Early words and word meanings
196
Development beyond the earliest words and word meanings
200
Grammar
208
Early grammatical development
209
Later grammatical development
211
Explanations of grammatical development
214
Communication
218
Communication through spoken language
218
Communication through signed language
220
Summary
223
Recommended Readings
224
MEMORY DEVELOPMENT
226
Children s Eyewitness Testimony
227
Encoding
228
Storage
229
Retrieval
230
Conclusions about children s eyewitness testimony
231
What develops in memory development?
232
Basic Processes and Capacities
232
Explicit and implicit memory
234
Association
235
Recognition
235
Imitation and recall
236
Insight, generalization, and integration of experiences
237
Inhibition
238
Processing capacity
240
Processing speed
241
Evaluation
242
Basic processes and the puzzle of infantile amnesia
243
Strategies
246
Searching for objects
247
Rehearsing
247
Contents ix
Organizing
248
Selective attention
249
Alternative explanations of strategic change
250
Evaluation
252
Metacognition
253
Explicit metacognitive knowledge
253
Implicit metacognitive knowledge
254
Evaluation
256
Content Knowledge
258
Effects on how much children remember
258
Effects on what children remember
259
Scripts
260
Content knowledge as an explanation for other memory changes
261
How does content knowledge aid memory?
262
Evaluation
263
What Develops When in Memory Development
263
Summary
265
Recommended Readings
267
8
CONCEPTUAL DEVELOPMENT
268
Conceptual Representations in General
271
Defining-features representations
272
Probabilistic representations
274
Theory-based representations
279
Development of Some Particularly Important Concepts
283
Time
283
Space
286
Number
292
Biological concepts
297
Summary
302
Recommended Readings
304
9
THE DEVELOPMENT OF SOCIAL COGNITION
305
Foundations of Social Cognition
307
Understanding of others
307
Understanding of the self
311
Contents
Knowledge
about
Mental States
and Activities
313
Understanding of intention
315
Understanding of desires
317
Understanding of beliefs
318
Understanding of thinking
322
Understanding of knowing
323
Understanding of pretending
323
Understanding of fantasy
325
Sources of development of understanding of mind
328
Understanding of the Social World
331
Understanding of social rules
332
Understanding social categories and groups
333
Summary
338
Recommended Readings
340
10
PROBLEM SOLVING
341
An Overview of Problem Solving
343
Central themes
343
An example of the development of problem solving
349
Some Important Problem-Solving Processes
357
Planning
357
Causal inference
360
Analogy
363
Tool use
366
Scientific and logical reasoning
372
Summary
378
Recommended Readings
380
11
DEVELOPMENT OF ACADEMIC SKILLS
381
Mathematics
384
Single-digit arithmetic
384
Complex arithmetic
394
Algebra
396
Computer programming
399
Reading
400
The typical chronological progression
400
Prereading skills
401
Contents
Identifying individual words
403
Comprehension
409
Instructional implications
411
Writing
413
The initial drafting process
414
The process of revision
418
Summary
419
Recommended Readings
421
12
CONCLUSIONS FOR THE PRESENT; CHALLENGES FOR
THE FUTURE
422
Current knowledge about what develops and how development occurs
424
Future issues
425
Current knowledge about change processes
428
Future issues
430
Current knowledge about early competence
431
Future issues
433
Current knowledge about differences between age groups
435
Future issues
437
Current knowledge about the effects of existing knowledge
439
Future issues
440
Current knowledge about the development of intelligence
443
Future issues
445
Current knowledge about social influences on children s thinking
448
Future issues
450
Current practical contributions about research on children s thinking
451
Future issues
453
Summary
455
Recommended Readings
456
REFERENCES
457
AUTHOR INDEX
497
SUBJECT INDEX
508
|
| any_adam_object | 1 |
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| discipline | Psychologie |
| edition | 4. ed., international ed. |
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| indexdate | 2024-12-20T11:21:00Z |
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| language | English |
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| physical | XIV, 513 S. Ill., graph. Darst. |
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| spellingShingle | Siegler, Robert S. 1949- Alibali, Martha Children's thinking Child psychology Cognition in children Cognition in children - Textbooks Kognitive Entwicklung Denken swd Kind swd Kognitive Entwicklung swd Kind (DE-588)4030550-8 gnd Entwicklungspsychologie (DE-588)4014963-8 gnd Denken (DE-588)4011450-8 gnd Kognitive Entwicklung (DE-588)4133279-9 gnd |
| subject_GND | (DE-588)4030550-8 (DE-588)4014963-8 (DE-588)4011450-8 (DE-588)4133279-9 (DE-588)4143413-4 |
| title | Children's thinking |
| title_auth | Children's thinking |
| title_exact_search | Children's thinking |
| title_full | Children's thinking Robert S. Siegler ; Martha Wagner Alibali |
| title_fullStr | Children's thinking Robert S. Siegler ; Martha Wagner Alibali |
| title_full_unstemmed | Children's thinking Robert S. Siegler ; Martha Wagner Alibali |
| title_short | Children's thinking |
| title_sort | children s thinking |
| topic | Child psychology Cognition in children Cognition in children - Textbooks Kognitive Entwicklung Denken swd Kind swd Kognitive Entwicklung swd Kind (DE-588)4030550-8 gnd Entwicklungspsychologie (DE-588)4014963-8 gnd Denken (DE-588)4011450-8 gnd Kognitive Entwicklung (DE-588)4133279-9 gnd |
| topic_facet | Child psychology Cognition in children Cognition in children - Textbooks Kognitive Entwicklung Denken Kind Entwicklungspsychologie Aufsatzsammlung |
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