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Title Children's thinking : what develops? / edited by Robert S. Siegler
Published Hillsdale, N.J. : L. Erlbaum Associates, 1978
New York : Distributed by Halsted Press Division of Wiley
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Description 1 online resource (xi, 371 pages) : illustrations
Series Carnegie Mellon Symposia on Cognition Series
Carnegie Mellon Symposia on Cognition Series
Contents CHILDREN'S THINKING: WHAT DEVELOPS?; Copyright; Contents; Preface; Part I: Memory Development; 1. Skills, Plans, and Self-Regulation; I. Introduction; II. Differences Between the Memory Development and Problem-Solving Approaches to Cognitive Development; III. Commonalities Between Memory Development and Problem-Solving Literature; IV. Alternate Methods for Asking What Develops; V. Summary; References; 2. Intellectual Development from Birth to Adulthood: A Neo-Piagetian Interpretation; Intellectual Development During the First Three Stages of Life
Conclusion: Egocentric Children and Exocentric RepresentationsReferences; 12. Imagery and Cognitive Development: A Teleological Approach; 1.0 Overview; 2.0 Phase I: Discriminating Among Competing Hypotheses About Key Issues; 3.0 Phase II: Constructing a Process Model; 4.0 Extrapolating Backward: The Teleological Function of the Model; 5.0 Conclusions; References; 13. Individual Differences in Solving Physics Problems; The Task Content; Solution Times and Paths; A More Difficult Problem; Implications for Learning; Conclusion; References; 14. Representing Knowledge Development
The Origins of Scientific ReasoningWhat Develops in Scientific Reasoning; Epilogue; References; 6. How Do Children Solve Class-Inclusion Problems?; Introduction; A Task Analysis; Discussion; References; 7. Goal Formation, Planning, and Learning by Pre-School Problem Solvers or: "My Socks are in the Dryer"; Introduction; The Tower of Hanoi; Solution Strategies; A Study of Children's Performance; Concluding Comments; References; 8. Counting in the Preschooler: What Does and Does Not Develop; The Counting Model; The Data for Evidence on Ability to Use How-to-Count Principles; The Evidence
The Underlying Mechanism of Development: Long-Term Changes in the Human Psychological SystemDevelopmental Changes After Age Twelve; Summary and Conclusions; References; 3. Knowledge Structures and Memory Development; Factors in Memory Development; Memory Span for Faces; Memory for Chess Positions; Knowledge and Metamemory; General Discussion; References; 4. Comments; Comments on Brown and DeLoache's Paper; Comments on Case's Paper; Comments on Chi's Paper; References; Part II: Problem Solving; 5. The Origins of Scientific Reasoning; Scientific Reasoning in Childhood and Adolescence
What Develops?References; 9. A Discussion of the Chapters by Siegler, Trabasso, Klahr, and Gelman; Author's Note; Dramatis Personae; References; Part III: Representational Processes; 10. How Children Represent Knowledge of Their World In and Out of Language: A Preliminary Report; Study I; Study II; Implications; References; 11. Spatial Concepts, Spatial Names, and the Development of Exocentric Representations; Method; Results; Comprehending the Symbolic Functions of Buttons; Are There Alternative Stages?; An Information-Processing Analysis; Mental Rotations and Exocentric Representations
Summary First published in 1978. Routledge is an imprint of Taylor & Francis, an informa company
Notes An outgrowth of the 13th annual Carnegie Cognition Symposium, held in May 1977
Bibliography Includes bibliographical references and indexes
Notes Print version record
Subject Child.
Infant.
Cognition in children.
Cognition.
Genre/Form Congress.
Conference papers and proceedings.
Form Electronic book
Author Siegler, Robert S.
Carnegie Symposium on Cognition (13th : 1977 : Carnegie-Mellon University)
ISBN 0203763084
1134993099
1134993161
1134993234
9780203763087
9781134993093
9781134993161
9781134993239