By Curt Acredolo (auth.), Charles J. Brainerd (eds.)
For your time now, the examine of cognitive improvement has been a ways and away the main lively self-discipline inside of developmental psychology. even if there will be a lot confrontation as to the precise share of papers released in developmen tal journals that may be thought of cognitive, 50% sounds like a conservative estimate. for that reason, a chain of scholarly books to be dedicated to paintings in cognitive improvement is principally acceptable at the present. The Springer sequence in Cognitive improvement comprises easy sorts of books, specifically, edited collections of unique chapters by way of a number of authors, and unique volumes written by way of one writer or a small workforce of authors. The flagship for the Springer sequence may be a serial ebook of the "advances" style, wearing the subtitle development in Cognitive improvement examine. each one quantity within the growth series could be strongly thematic, in that it'll be constrained to a few well-defined area of cognitive-developmental learn (e. g. , logical and mathematical de velopment, semantic development). All growth volumes should be edited collec tions. Editors of such collections, upon session with the sequence Editor, may possibly choose to have their books released both as contributions to the growth series or as separate volumes. All books written through one writer or a small staff of authors can be released as separate volumes in the sequence. a pretty large definition of cognitive improvement is getting used within the choice of books for this series.
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Extra info for Children’s Logical and Mathematical Cognition: Progress in Cognitive Development Research
J. Principles of perceptual learning and development. New York: Appleton-Century-Crofts, 1969. Gibson, J. J. The ecological approach to visual perception. Boston, Massachusetts: Houghton Mifflin, 1979. Goodnow, J. J. Compensation arguments on conservation tasks. Developmental Psychology, 1973,8,140. Griffiths, J. , Shantz, C. , & Sigel, I. A methodological problem in conservation studies: The use of relational terms. Child Development, 1967,38, 841-848. Hall, V. , & Kaye, D. B. The necessity of logical necessity in Piaget's theory.
Finally, in display C neither one-to-one correspondence nor length (or density) offer cues to relative quantity. Bryant established that judgments were random on C, poorer than chance on B (number judgments based on density are rare), and better than chance on A. He then used these same displays in a conservation of inequality task (before and after questioning in the equivalence format), transforming A to B or C, and B to A or C. When A was transformed to B, or vice versa, the children displayed what is typically interpreted as a non conservation response.
S. Siegel & C. J. ), Alternatives to Piaget: Critical essays on the theory. New York: Academic Press, 1978. Hamel, B. R. On the conservation of liquids. Human Development, 1971,14, 3946. Hamel, B. , & Riksen, B. O. M. Identity, reversibility, verbal rule instruction and conservation. Developmental Psychology, 1973,3,66-72. Hamel, B. , Van der Veer, M. A. , & Westerhof, R. Identity, language-activation training and conservation. British Journal of Educational Psychology, 1972,42, 186-191. Hood, H.
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