Muutke küpsiste eelistusi

E-raamat: Cambridge Handbook of Cognitive Development

Edited by (Université de Paris V), Edited by (Université de Paris V)
Teised raamatud teemal:
  • Formaat - PDF+DRM
  • Hind: 64,21 €*
  • * hind on lõplik, st. muud allahindlused enam ei rakendu
  • Lisa ostukorvi
  • Lisa soovinimekirja
  • See e-raamat on mõeldud ainult isiklikuks kasutamiseks. E-raamatuid ei saa tagastada.
Teised raamatud teemal:

DRM piirangud

  • Kopeerimine (copy/paste):

    ei ole lubatud

  • Printimine:

    ei ole lubatud

  • Kasutamine:

    Digitaalõiguste kaitse (DRM)
    Kirjastus on väljastanud selle e-raamatu krüpteeritud kujul, mis tähendab, et selle lugemiseks peate installeerima spetsiaalse tarkvara. Samuti peate looma endale  Adobe ID Rohkem infot siin. E-raamatut saab lugeda 1 kasutaja ning alla laadida kuni 6'de seadmesse (kõik autoriseeritud sama Adobe ID-ga).

    Vajalik tarkvara
    Mobiilsetes seadmetes (telefon või tahvelarvuti) lugemiseks peate installeerima selle tasuta rakenduse: PocketBook Reader (iOS / Android)

    PC või Mac seadmes lugemiseks peate installima Adobe Digital Editionsi (Seeon tasuta rakendus spetsiaalselt e-raamatute lugemiseks. Seda ei tohi segamini ajada Adober Reader'iga, mis tõenäoliselt on juba teie arvutisse installeeritud )

    Seda e-raamatut ei saa lugeda Amazon Kindle's. 

How does cognition develop in infants, children and adolescents? This handbook presents a cutting-edge overview of cognitive development, spanning basic methodology, key domain-based findings and applications. It is a vital resource for scholars and graduate students in developmental psychology, neuroeducation and the cognitive sciences.

How does cognition develop in infants, children and adolescents? This handbook presents a cutting-edge overview of the field of cognitive development, spanning basic methodology, key domain-based findings and applications. Part One covers the neurobiological constraints and laws of brain development, while Part Two covers the fundamentals of cognitive development from birth to adulthood: object, number, categorization, reasoning, decision-making and socioemotional cognition. The final Part Three covers educational and school-learning domains, including numeracy, literacy, scientific reasoning skills, working memory and executive skills, metacognition, curiosity-driven active learning and more. Featuring chapters written by the world's leading scholars in experimental and developmental psychology, as well as in basic neurobiology, cognitive neuroscience, computational modelling and developmental robotics, this collection is the most comprehensive reference work to date on cognitive development of the twenty-first century. It will be a vital resource for scholars and graduate students in developmental psychology, neuroeducation and the cognitive sciences.

Arvustused

'Anyone interested in cognitive development writ large should enjoy this marvelous survey of the field. The editors have assembled a remarkable set of chapters that are comprehensive and stimulating, full of facts, theories and wisdom. This collection not only conveys the essential discoveries and insights of the past but also provides rich glimpses of where numerous research programs are headed. This handbook should grace the shelves of anyone who is even remotely interested in this field.' Stephen M. Kosslyn, Honorary Dean for the Social Sciences, Harvard University, USA 'This handbook will be the definitive resource for novice and seasoned researchers. Rooted in Piagetian constructivism, leaders in the field discuss contemporary approaches to cognitive development, highlighting periods of growth and regression throughout the lifespan. From brain research to empirical observation, this volume provides the rich, theoretical tapestry currently shaping the discipline.' Stuart Marcovitch, Professor of Psychology, University of North Carolina at Greensboro, USA 'This comprehensive and impressive volume situates the current thinking in cognitive development in historical and philosophical context. Characterizing the last 40 years of cognitive developmental research as fundamentally interdisciplinary, the editors bring together research in neurobiology, experimental psychology, computational modelling, comparative psychology, and educational application. The expert contributors present accessible chapters integrating theory and empirical evidence throughout. This extensive overview of current work will be of value to those working in the field, especially those starting out, as well as researchers in other disciplines who want to understand contemporary thought in cognitive development.' Sarah Beck, Professor of Cognitive Development, University of Birmingham, UK

Muu info

This handbook presents a cutting-edge overview of cognitive development, spanning methodology, key domain-based findings and applications.
List of Figures
ix
List of Tables
xiii
List of Contributors
xiv
Introduction: Cognitive Development Studies: From the History of Psychology to the Current Trends in Cognitive Sciences 1(14)
Olivier Houde
Gregoire Borst
Part I Neurobiological Constraints and Laws of Cognitive Development
1 How Life Regulation and Feelings Motivate the Cultural Mind: A Neurobiological Account
15(12)
Antonio Damasio
Hanna Damasio
2 Epigenesis, Synapse Selection, Cultural Imprints, and Human Brain Development: From Molecules to Cognition
27(23)
Jean-Pierre Changeux
3 Mapping the Human Brain from the Prenatal Period to Infancy Using 3D Magnetic Resonance Imaging: Cortical Folding and Early Grey and White Maturation Processes
50(35)
Arnaud Cachia
Jean-Francois Mangin
Jessica Dubois
4 Development and Maturation of the Human Brain, from Infancy to Adolescence
85(20)
Tomas Paus
5 Genetic and Experiential Factors in Brain Development: The Examples of Executive Attention and Self-regulation
105(17)
Michael I. Posner
Mary K. Rothbart
6 The Brain Basis Underlying the Transition from Adolescence to Adulthood
122(19)
Beatriz Luna
Orma Ravindranath
Bart Larsen
Ashley Parr
Part II Fundamentals of Cognitive Development from Infancy to Adolescence and Young Adulthood
Introduction: Assembling the Building Blocks of Cognition in a Non-linear Dynamical System of Development
141(10)
Gregoire Borst
Olivier Houde
Subpart II.1 Infancy: The Roots of Human Thinking
7 Differences between Humans, Great Apes and Monkeys in Cognition, Communication, Language and Morality
151(17)
Jacques Vauclair
8 Infants' Physical Reasoning and the Cognitive Architecture that Supports It
168(27)
Yi Lin
Maayan Stavans
Renee Baillargeon
9 Infant Categorization
195(21)
David H. Rakison
Deon T. Benton
Phuong Ngoc Dinh
10 Foundational Considerations: Does Primitive Number Sense Provide a Foothold for Learning Formal Mathematics?
216(26)
Kristy Vanmarle
11 How Sophisticated Is Infants' Theory of Mind?
242(27)
Rose M. Scott
Erin Roby
Renee Baillargeon
12 Social Cognition and Moral Evaluation in Early Human Childhood
269(30)
Andreas Falck
Brent Strickland
Pierre Jacob
13 Scientific Thinking and Reasoning in Infants and Young Children
299(19)
Mariel K. Goddu
Alison Gopnik
14 Computational Approaches to Cognitive Development: Bayesian and Artificial-Neural-Network Models
318(23)
Ardavan S. Nobandegani
Thomas R. Shultz
Subpart II.2 Childhood and Adolescence: The Development of Human Thinking
15 Development of Qualitative Thinking: Language and Categorization
341(20)
Susan A. Gelman
16 Development of Numerical Knowledge
361(22)
Robert S. Siegler
17 Numerical Cognition and Executive Functions: Development As Progressive Inhibitory Control of Misleading Visuospatial Dimensions
383(25)
Margot Roell
Olivier Houde
Gregoire Borst
Arnaud Viarouge
18 Developing Theory of Mind and Counterfactual Reasoning in Children
408(19)
Josef Perner
Eugenia Kulakova
Eva Rafetseder
19 Development of Executive Function Skills in Childhood: Relevance for Important Life Outcomes
427(25)
Keith Happaney
Philip David Zelazo
20 Developing Cognitive Control and Flexible Adaptation during Childhood
452(20)
Nicolas Chevalier
Agnes Blaye
21 Reasoning Bias and Dual Process Theory: Developmental Considerations and Current Directions
472(9)
Darren Frey
Wim De Neys
22 Social Cognitive Development: The Intergroup Context
481(19)
Lisa Chalik
Antonia Misch
Yarrow Dunham
23 Behavioral and Neural Development of Cognitive Control and Risky Decision-Making across Adolescence
500(16)
Neeltje E. Blankenstein
Jiska S. Peper
Eveline A. Crone
24 The Triadic Neural Systems Model through a Machine-Learning Mill
516(21)
Monique Ernst
Josh Gowin
Claudie Gaillard
Part III Education and School-Learning Domains
25 Linking Cognitive Neuroscientific Research to Educational Practice in the Classroom
537(17)
Nathan T. T. Lau
Daniel Ansari
26 Literacy: Understanding Normal and Impaired Reading Development through Personalized Large-Scale Neurocomputational Models
554(12)
Johannes C. Ziegler
Conrad Perry
Marco Zorzi
27 Reasoning in Mathematical Development: Neurocognitive Foundations and Their Implications for the Classroom
566(19)
Jerome Prado
Marie-Line Gardes
28 Children's Scientific Reasoning Skills in Light of General Cognitive Development
585(21)
Peter A. Edelsbrunner
Ralph Schumacher
Elsbeth Stern
29 Working Memory Training: From the Laboratory to Schools
606(17)
Torkel Klingberg
Bruno Sauce
30 Interventions for Improving Executive Functions during Development: Working Memory, Cognitive Flexibility, and Inhibition
623(21)
Nikolaus Steinbeis
Claire Rosalie Smid
31 Curiosity-Driven Learning in Development: Computational Theories and Educational Applications
644(18)
Pierre-Yves Oudeyer
32 Neurocomputational Methods: From Models of Brain and Cognition to Artificial Intelligence in Education
662(26)
Michael S. C. Thomas
Kaska Porayska-Pomsta
Index 688
Olivier Houdé is Professor of Psychology at the University of Paris, where he is the honorary director of the Laboratory of Psychology at the Sorbonne. He is an academician at the Institut de France. One of the world's leading specialists of cognitive development, he is Editor in Chief of the Dictionary of Cognitive Science (2004). Grégoire Borst is Professor of Psychology at the University of Paris, where he is the director of the Laboratory of Psychology at the Sorbonne. A rising star in the areas of cognitive development and neuroeducation, he is also a member of the board of the Journal of Experimental Child Psychology.