Children's thinking: cognitive development and individual differences
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| Ausgabe: | Seventh edition, international student edition |
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| Beschreibung: | xxii, 769 Seiten Illustrationen, Diagramme |
| ISBN: | 9781071895344 |
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Datensatz im Suchindex
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| adam_text | DETAILED CONTENTS Preface Acknowledgments About the Author Chapter 1 xvii xxiii xxv Introduction toCognitiveDevelopment Basic Concepts in CognitiveDevetopment Cognition Development 1 3 3 4 Change Over Time i Structure, Function, and Development 5 Developmental Function and Individual Differences The Adaptive Value of Cognitive Immaturity 6 7 Play Too Early Learning 8 8 The Benefits of Thinking You re Better Than You Аге Seven Truths of Cognitive Devetopment Ч 12 Truth 1: Cognitive Development Proceeds as a Resutt of the Dynamic and Reciprocal Transaction of Internal and External Factors 13 Truth 2: Cognitive Development Is Constructed Within a Social Context Sociocultural Perspectives Integrating Approaches Truth 3: Cognitive Development Involves Both Stability and Plasticity Over Time Truth 4: Cognitive Development Involves Changes in the Way Information Is Represented 15 Truth 5: Knowledge, or Knowledge Base, Has a Significant Influence on How Children Think Truth 6: Children Develop Increasing Intentional Control Over Their Behavior and Cognition Truth 7: Cognitive Development Involves Changes in Both Domain-General and Domain-Specific Abilities Goals of Cognitive DeveLopmentaUsts Chapter 2 Biological Bases of Cognitive Development Evolution and Cognitive Development 15 16 17 20 21 23 24 26 29 31 Evolutionary Theory 31 Evolutionary Developmental Psychology Developmental Adaptations The Emergence of Adaptations and Evolved Probabilistic Cognitive Mechanisms 32 Structure of the Mind З3 35 36
viii Children s Thinking: Cognitive Development and Individual Differences Biologically Primary and Biologically Secondary Abilities 38 Models of Gene-Environment Interaction 40 Developmental Systems Approach 41 Concept of Epigenesis 41 Developmental Timing 44 Genotype -» Environment Theory Genotype -֊ Environment Effects Development of the Brain Neuronal Development 47 48 51 54 Proliferation, Migration, and Differentiation 55 Synaptogenesis and Selective Cell Death 56 Rises and Declines in Neural Development 57 How Do Young Brains Get Hooked Up? 58 Development of the Neocortex 41 The Brain s Plasticity 64 Neuronal Plasticity hi Recovery of Function From Brain Damage 66 Slow Growth and Plasticity 68 Plasticity and Epigenetics 70 Developmental Biology and Cognitive Development Chapter3 The Social Construction of Mind Role of Culture in Cognitive Development 72 75 76 Cognitive Development Is Inseparable From Its CuUural Context 76 Vygotsky s Sociocultural Theory 78 Cognitive Artifacts That Support and Extend Thinking: Tools of Intellectual· Adaptation 81 Language Names and Numeracy 82 Age of Digital· Natives 85 Sociohistorical Influences 86 Social· Origins of Eady Cognitive Competencies Studying Children in Natural· Settings 88 89 Zone of Proximal· Development 71 Apprenticeship in Thinking and Guided Participation 93 Shared Remembering % Playing With More Skilled Partners ^ Socialization of Attention 188 Cultural Influences on Guided Participation 188 Sociocultural· Theory and Cognitive Development Chapter 4 74 Reading and Talking to Children Infant Perception and Cognition
Ю4 107 Basic PerceptualAbilities of Young Infants Ιθθ Methodologies Used to Assess Infant Perception 110
Detailed Contents This Sucks : Using Infant Sucking to Provide Insight Into Infant Perception Visual Preference Paradigm Habituation/Dishabituation Paradigm Deveİopment of Visual· Perception Vision in the Newborn Development of Visual Preferences Physical Stimulus Characteristics Psychological Stimulus Characteristics Development of Face Processing Face Processing in Newborns Attention to Attractive Faces The Eyes Have It Auditory Devetoment Speech Perception Music Perception Combining Senses Intersensory Integration Intersensory Matching Perceptual· Narrowing Perceptual Narrowing for Facial Discrimination Perceptual· Perceptual Perceptual Perceptual Narrowing in Speech Perception ІХ 110 111 112 115 115 117 118 121 121 122 124 125 128 129 130 132 132 133 134 135 136 Narrowing and Music 138 Narrowing Within Intersensory Integration Narrowing as an Evolved Social-Cognitive Mechanism 138 139 How Do We Know What Babies Know? The VioÍation-of-Expectation Method 140 Core Knowledge 141 Object Representation 143 Object Constancy Object Cohesion and Continuity Object Permanence 143 145 149 Early Number Concepts Numerosity Ordina lity Arguments Against Core Knowledge 154 What Is Infant Cognition Made Of? Chapters Thinking in Symbols Learning to Use SymboÎs 155 157 158 160 163 164 Young Children s Interpretation of Pictures and Models 164 Appearance/Reality Distinction 167 Piaget’s Theory Some Assumptions of Piaget s Theory Functional Invariants Equilibration 170 170 172 173
X Children s Thinking: Cognitive Development and Individual Differences Stages of Development 175 Sensorimotor Stage 176 Development of Operations 180 Culture and Symbolic Development State of Piaget s Theory Today 191 Theory Theories of Cognitive Development 198 192 Theory Theorists as the Inheritors of Piaget s Tradition 198 Understanding the Biological World 199 Is It Alive? What Young Children Know and Don t Know About Biology Everyday Expressions of the Symbolic Function Symbolic Play Distinguishing Between Fantasy and Reality The Symbolic Species Chapter 6 Learning to Think on Their Own 200 201 204 204 206 211 213 Assumptions of Information-Processing Approaches 214 Deveİopment of Basic-Level Processes: Executive Function 217 Speed of Processing Memory Span and Working Memory Age Differences in Memory Span and the Span ofApprehension Development of Working Memory 218 219 220 221 Learning How Not to Respond: Inhibition and Resistance to Interference Developmental Differences 224 225 Inhibition and Attention Deficit Hyperactivity Disorder Cognitive Flexibility 226 227 Executive Function, Self-Control, and Hot EF 229 Executive Function and Brain Development Final Thoughts on Executive Function 230 231 Deveİopment of Strategies Increases in Strategy Use, Improvements in Performance Utilization Deficiencies How Do Children s Strategies Develop? Development of Memory Strategies Rehearsal Organization Longitudinal Assessment of Memory Strategy Development Other Strategies 234 234 235 237 239 239 241 242 243 Factors That Influence Children s Strategy Use and Effectiveness
Mental Capacity 244 244 Knowledge Base Metacognition Transactions Among Capacity, Knowledge, and Metacognition Culture and Strategies in the Classroom 246 248 252 253
Detailed Contents Chapter? Memory Development ХІ 259 Representation of Knowledge 261 Memory DeveLopment in Infancy 263 Preference for Novelty as an Indication of Memory Kicking Up Their Heels Deferred Imitation as a Measure of Memory Neurological Basis of Infant Memory Infantile Amnesia First Memories Why Can t We Remember Events From Infancyand Early Childhood? 263 265 269 270 273 274 275 ImpUcit Memory 278 Development of Event Memory 280 Script-Based Memory Role of Parents in Teaching Children to Remember Children as Eyewitnesses Age Differences in Children’s Eyewitness Memories How Much Do Children Remember, and How Accurate Are They? How Long Do Memories Last? Factors Influencing Children s Eyewitness Memory Age Differences in Suggestibility How Do Children Respond to Misleading Questions? False-Memory Creation Final Thoughts on Children as Eyewitnesses Remembering to Remember Chapters Problem Solving and Reasoning РгоЫет Solving 281 283 286 288 289 290 290 294 296 299 301 303 307 308 The Development of Problem Solving Problem Solving as Inducing and Using Rules 308 311 When Can Children Induce Rules? Learning to Follow Rules Planning 312 313 314 Learning to Use Tools Object Exploration and Object-Oriented Play Relationship Between Tool Use and Object-Oriented Play Development of Tool Use in Young Children Design Stance Tool Innovation Reasoning Anaİogical Reasoning Factors Affecting Children s Analogical Reasoning Causal Reasoning 319 319 321 321 324 326 328 328 331 333
ХІІ Children s Thinking: Cognitive Development and Individual Differences Constructing Causal Maps 333 The Role of Play in Causal Learning 337 Scientific Reasoning Development of Spatial Cognition 338 343 Spatial Visualization 344 346 Object and Location Memory 347 Spatial Orientation The Relation Between Spatial Cognition and Mathematics and Science Achievement Sex Differences in Spatial Cognition Origins of Sex Differences in Spatial Cognition 348 348 350 The Complicated Relation Between Sex Differences in Spatial Abilities and Sex Differences in Mathematics and Choosing STEM Professions Chapter? Language Development 352 357 What Is Language? 358 Describing Chiİdren’s Language Development 360 Phonological Development Morphological Deveİopment 360 362 Syntactic Deveİopment Negatives 364 366 Questions Passive Sentences Semantic Development Vocabulary Development 366 367 367 367 Constraints on Word Learning Overextensions and Underextensions Pragmatics Communication and Egocentrism Metacommunication Some Theoretical Perspectives of Language Development Nati vist Perspectives on Language Development Language and Brain Development Universal Grammar and Language Development Is There a Critical Period for Learning Language? Social-lnteractionist Perspectives of Language Development Emergence of Communicative Intentions Gestures and Language Development Child-Directed Speech 369 371 372 373 373 376 379 381 383 385 388 389 390 391 Effects of Socioeconomic Status on Language Development 395 Bilingualism and Second-Language Learning 397 Bilingualism and Executive Function Factors
Affecting Learning a Second Language Language and Thought 398 399 401
DetaiLed Contents Chapter 10 Social Cognition Basic Social-Cognitive Abilities Underlying Social Cognition ХІІІ ¿05 407 Early Orienting to Social Others 408 Treating Others as Intentional Agents 408 Tomasello’s Shared Intentionality Theory Prosociality Sharing Helping Group Mindedness and Promiscuous Normativity Collaboration Deveİoping a Theory of Mind Development of Mind Reading False Belief Factors Related to False-Belief Performance The Emergence of Theory of Mind Over Infancy and Early Childhood Theory of Mind Beyond Sally-Anne Theory of Mind in Children With Autism Spectrum Disorder Extending Theory of Mind Finalism, Promiscuous Teleology, and Artificialism Children as Intuitive Theists Social· Learning Forms of Social Learning Age Differences in Social· Learning Social Learning in Infancy Young Children as imitators and Emulators Overimitation Children as Models for Social Learning Mirror Neurons: The Foundation of Social· Learning? 410 412 412 414 415 417 420 421 421 425 426 429 432 433 433 434 436 437 439 №9 440 441 443 445 Development of a Concept of Self 448 Cognitive Bases of Gender Identity 451 Gender Constancy Development of Gender Constancy Consequences of Gender Constancy for Gender Identification 451 451 453 Gender Schemas 455 Gender Cognition in Transgender Ch i İd ren Chitdren s Theories of Gender 459 461 How Special· Is Social· Cognition? 464 Chapter 11 Schooling and Cognitive Development Development of Reading Skills Overview of Learning to Read Stages of Learning to Read Emergent Literacy 467 468 468 468 469
XIV Children s Thinking: Cognitive Devetopment and Individual Differences Cognitive Development and Reading 472 Letter Knowledge 472 Phonemic Awareness Rapid Automatized Naming 473 474 Phonological Recoding 474 Working Memory 478 478 Sex Differences in Reading and Verbal Abilities Chiİdren’s Number and Arithmetic Concepts Integrative Theory of Numerical Development Development of Conceptual and Procedural Mathematical Knowledge 485 486 488 Conservation of Number 488 Learning to Count 490 492 Development of Arithmetic Strategies Variations in Developing Mathematical Proficiency: Math Disabilities, Cultural Differences, and Sex Differences Math Disabilities Cultural Differences Sex Differences Schooling and Cognitive Development Schooling Versus Age Effects on Intelligence Effect of Schooling on IQ Evolutionary Educational Psychology Principles of Evolutionary Educational Psychology Costs and Benefits of Academic Preschools Educational” DVDs and Videos for Infants Physical Activity Chapter 12 Approaches to the Study of Intelligence 497 498 499 502 507 508 509 511 513 516 518 520 525 Developing Intelligence 525 Psychometric Approach to the Study of Intelligence 527 Factors of Intelligence General Intelligence, or g Hierarchical Model of Cognitive Abilities 527 527 530 IQ Tests W/iat Does IQ Predict? 530 535 536 /Q Tests and Cultural Minority Groups Information-Processing Approaches to the Study of Inteİligence 541 Basic-Level Processes Speed of Information Processing Working Memory and Executive Function 542 543 544 Higher-Order Cognitive Abilities 546 Strategies Knowledge
Base Metacognition 547 549 551
Detailed Contents Sternberg’s Theory of Adaptive Intelligence Practical· Intedigence XV 552 554 Creative Intelligence 555 Analytic Intelligence 556 Theory of Adaptive Intelligence Goes to School 557 Gardner s Theory of Multiple Intelligences Criteria of an Intelligence 560 563 Potential Isolation by Brain Damage 563 Existence of Savants and Prodigies 563 Identifiable Core Operation or Set of Operations 564 Distinctive Developmental History, Along With a Definable Set of Expert End-State Performances 564 Evolutionary History and Evolutionary Plausibility 565 Support From Experimental Psychological Tasks and From Psychometric Findings 565 Susceptibility to Encoding in a System 565 Multiple Intelligences and Education 565 Is Gardner s Theory a Theory of Inteligence? 566 Developing InteUigence Chapter 13 Origins, Modification, and Stability of Intellectual Differences 568 571 Transactional Approach to the Study of Intelligence 573 Behavioral Genetics and the HeritabiÎity of Intelligence 576 Concept of Heritability 576 Etementary Cognitive Tasks and InteUigence 578 Familial Studies of Intelligence 580 Role of the Environment in Behavioral Genetics Analyses 581 Means Versus Correlations 583 The Scarr-Rowe Hypothesis 584 Experience and Intelligence Establishing Intellectual Competence 587 588 Institutionalization Studies 588 Home Environment: Naturalistic Studies of Parent-Child Interaction 590 Children at Risk: The Effect of Socioeconomic Status and Adverse Childhood Experiences on Intelligence and Cognitive Development 592 Life History Theory and the Possibility of Hidden
Talents 596 Experience Counts Modification and Maintenance of Intellectual Functioning Modification of Intellectual Impairment Caused by Early Experience 599 599 600 Compensatory Education Programs 604 Maintenance of the Beneficial Effects of Early Experience on Intelligence 605 How ModifiaMe Is Human Intelligence? 608
XVI Chitdren s Thinking: Cognitive Devetopment and Individual· Differences Stability of Intelligence 609 Defining Stability 610 Predicting Later IntelUgence From Tests in Infancy 610 Stability of IQ Scores During ChRdhood 614 Are Peopte Getting Smarter? The Flynn Effect 616 Glossary References Index 621 641 763
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DETAILED CONTENTS Preface Acknowledgments About the Author Chapter 1 xvii xxiii xxv Introduction toCognitiveDevelopment Basic Concepts in CognitiveDevetopment Cognition Development 1 3 3 4 Change Over Time i Structure, Function, and Development 5 Developmental Function and Individual Differences The Adaptive Value of Cognitive Immaturity 6 7 Play Too Early Learning 8 8 The Benefits of Thinking You're Better Than You Аге Seven Truths of Cognitive Devetopment Ч 12 Truth 1: Cognitive Development Proceeds as a Resutt of the Dynamic and Reciprocal Transaction of Internal and External Factors 13 Truth 2: Cognitive Development Is Constructed Within a Social Context Sociocultural Perspectives Integrating Approaches Truth 3: Cognitive Development Involves Both Stability and Plasticity Over Time Truth 4: Cognitive Development Involves Changes in the Way Information Is Represented 15 Truth 5: Knowledge, or Knowledge Base, Has a Significant Influence on How Children Think Truth 6: Children Develop Increasing Intentional Control Over Their Behavior and Cognition Truth 7: Cognitive Development Involves Changes in Both Domain-General and Domain-Specific Abilities Goals of Cognitive DeveLopmentaUsts Chapter 2 Biological Bases of Cognitive Development Evolution and Cognitive Development 15 16 17 20 21 23 24 26 29 31 Evolutionary Theory 31 Evolutionary Developmental Psychology Developmental Adaptations The Emergence of Adaptations and Evolved Probabilistic Cognitive Mechanisms 32 Structure of the Mind З3 35 36
viii Children's Thinking: Cognitive Development and Individual Differences Biologically Primary and Biologically Secondary Abilities 38 Models of Gene-Environment Interaction 40 Developmental Systems Approach 41 Concept of Epigenesis 41 Developmental Timing 44 Genotype -» Environment Theory Genotype -֊ Environment Effects Development of the Brain Neuronal Development 47 48 51 54 Proliferation, Migration, and Differentiation 55 Synaptogenesis and Selective Cell Death 56 Rises and Declines in Neural Development 57 How Do Young Brains Get Hooked Up? 58 Development of the Neocortex 41 The Brain's Plasticity 64 Neuronal Plasticity hi Recovery of Function From Brain Damage 66 Slow Growth and Plasticity 68 Plasticity and Epigenetics 70 Developmental Biology and Cognitive Development Chapter3 The Social Construction of Mind Role of Culture in Cognitive Development 72 75 76 Cognitive Development Is Inseparable From Its CuUural Context 76 Vygotsky's Sociocultural Theory 78 Cognitive Artifacts That Support and Extend Thinking: Tools of Intellectual· Adaptation 81 Language Names and Numeracy 82 Age of Digital· Natives 85 Sociohistorical Influences 86 Social· Origins of Eady Cognitive Competencies Studying Children in Natural· Settings 88 89 Zone of Proximal· Development 71 Apprenticeship in Thinking and Guided Participation 93 Shared Remembering % Playing With More Skilled Partners ^ Socialization of Attention 188 Cultural Influences on Guided Participation 188 Sociocultural· Theory and Cognitive Development Chapter 4 74 Reading and Talking to Children Infant Perception and Cognition
Ю4 107 Basic PerceptualAbilities of Young Infants Ιθθ Methodologies Used to Assess Infant Perception 110
Detailed Contents "This Sucks": Using Infant Sucking to Provide Insight Into Infant Perception Visual Preference Paradigm Habituation/Dishabituation Paradigm Deveİopment of Visual· Perception Vision in the Newborn Development of Visual Preferences Physical Stimulus Characteristics Psychological Stimulus Characteristics Development of Face Processing Face Processing in Newborns Attention to Attractive Faces The Eyes Have It Auditory Devetoment Speech Perception Music Perception Combining Senses Intersensory Integration Intersensory Matching Perceptual· Narrowing Perceptual Narrowing for Facial Discrimination Perceptual· Perceptual Perceptual Perceptual Narrowing in Speech Perception ІХ 110 111 112 115 115 117 118 121 121 122 124 125 128 129 130 132 132 133 134 135 136 Narrowing and Music 138 Narrowing Within Intersensory Integration Narrowing as an Evolved Social-Cognitive Mechanism 138 139 How Do We Know What Babies Know? The VioÍation-of-Expectation Method 140 Core Knowledge 141 Object Representation 143 Object Constancy Object Cohesion and Continuity Object Permanence 143 145 149 Early Number Concepts Numerosity Ordina lity Arguments Against Core Knowledge 154 What Is Infant Cognition Made Of? Chapters Thinking in Symbols Learning to Use SymboÎs 155 157 158 160 163 164 Young Children's Interpretation of Pictures and Models 164 Appearance/Reality Distinction 167 Piaget’s Theory Some Assumptions of Piaget's Theory Functional Invariants Equilibration 170 170 172 173
X Children's Thinking: Cognitive Development and Individual Differences Stages of Development 175 Sensorimotor Stage 176 Development of Operations 180 Culture and Symbolic Development State of Piaget's Theory Today 191 Theory Theories of Cognitive Development 198 192 Theory Theorists as the Inheritors of Piaget's Tradition 198 Understanding the Biological World 199 Is It Alive? What Young Children Know and Don't Know About Biology Everyday Expressions of the Symbolic Function Symbolic Play Distinguishing Between Fantasy and Reality The Symbolic Species Chapter 6 Learning to Think on Their Own 200 201 204 204 206 211 213 Assumptions of Information-Processing Approaches 214 Deveİopment of Basic-Level Processes: Executive Function 217 Speed of Processing Memory Span and Working Memory Age Differences in Memory Span and the Span ofApprehension Development of Working Memory 218 219 220 221 Learning How Not to Respond: Inhibition and Resistance to Interference Developmental Differences 224 225 Inhibition and Attention Deficit Hyperactivity Disorder Cognitive Flexibility 226 227 Executive Function, Self-Control, and "Hot" EF 229 Executive Function and Brain Development Final Thoughts on Executive Function 230 231 Deveİopment of Strategies Increases in Strategy Use, Improvements in Performance Utilization Deficiencies How Do Children's Strategies Develop? Development of Memory Strategies Rehearsal Organization Longitudinal Assessment of Memory Strategy Development Other Strategies 234 234 235 237 239 239 241 242 243 Factors That Influence Children's Strategy Use and Effectiveness
Mental Capacity 244 244 Knowledge Base Metacognition Transactions Among Capacity, Knowledge, and Metacognition Culture and Strategies in the Classroom 246 248 252 253
Detailed Contents Chapter? Memory Development ХІ 259 Representation of Knowledge 261 Memory DeveLopment in Infancy 263 Preference for Novelty as an Indication of Memory Kicking Up Their Heels Deferred Imitation as a Measure of Memory Neurological Basis of Infant Memory Infantile Amnesia First Memories Why Can't We Remember Events From Infancyand Early Childhood? 263 265 269 270 273 274 275 ImpUcit Memory 278 Development of Event Memory 280 Script-Based Memory Role of Parents in ''Teaching'' Children to Remember Children as Eyewitnesses Age Differences in Children’s Eyewitness Memories How Much Do Children Remember, and How Accurate Are They? How Long Do Memories Last? Factors Influencing Children's Eyewitness Memory Age Differences in Suggestibility How Do Children Respond to Misleading Questions? False-Memory Creation Final Thoughts on Children as Eyewitnesses Remembering to Remember Chapters Problem Solving and Reasoning РгоЫет Solving 281 283 286 288 289 290 290 294 296 299 301 303 307 308 The Development of Problem Solving Problem Solving as Inducing and Using Rules 308 311 When Can Children Induce Rules? Learning to Follow Rules Planning 312 313 314 Learning to Use Tools Object Exploration and Object-Oriented Play Relationship Between Tool Use and Object-Oriented Play Development of Tool Use in Young Children Design Stance Tool Innovation Reasoning Anaİogical Reasoning Factors Affecting Children's Analogical Reasoning Causal Reasoning 319 319 321 321 324 326 328 328 331 333
ХІІ Children's Thinking: Cognitive Development and Individual Differences Constructing Causal Maps 333 The Role of Play in Causal Learning 337 Scientific Reasoning Development of Spatial Cognition 338 343 Spatial Visualization 344 346 Object and Location Memory 347 Spatial Orientation The Relation Between Spatial Cognition and Mathematics and Science Achievement Sex Differences in Spatial Cognition Origins of Sex Differences in Spatial Cognition 348 348 350 The Complicated Relation Between Sex Differences in Spatial Abilities and Sex Differences in Mathematics and Choosing STEM Professions Chapter? Language Development 352 357 What Is Language? 358 Describing Chiİdren’s Language Development 360 Phonological Development Morphological Deveİopment 360 362 Syntactic Deveİopment Negatives 364 366 Questions Passive Sentences Semantic Development Vocabulary Development 366 367 367 367 Constraints on Word Learning Overextensions and Underextensions Pragmatics Communication and Egocentrism Metacommunication Some Theoretical Perspectives of Language Development Nati vist Perspectives on Language Development Language and Brain Development Universal Grammar and Language Development Is There a Critical Period for Learning Language? Social-lnteractionist Perspectives of Language Development Emergence of Communicative Intentions Gestures and Language Development Child-Directed Speech 369 371 372 373 373 376 379 381 383 385 388 389 390 391 Effects of Socioeconomic Status on Language Development 395 Bilingualism and Second-Language Learning 397 Bilingualism and Executive Function Factors
Affecting Learning a Second Language Language and Thought 398 399 401
DetaiLed Contents Chapter 10 Social Cognition Basic Social-Cognitive Abilities Underlying Social Cognition ХІІІ ¿05 407 Early Orienting to Social Others 408 Treating Others as Intentional Agents 408 Tomasello’s Shared Intentionality Theory Prosociality Sharing Helping Group Mindedness and "Promiscuous Normativity" Collaboration Deveİoping a Theory of Mind Development of Mind Reading False Belief Factors Related to False-Belief Performance The Emergence of Theory of Mind Over Infancy and Early Childhood Theory of Mind Beyond "Sally-Anne" Theory of Mind in Children With Autism Spectrum Disorder Extending Theory of Mind Finalism, Promiscuous Teleology, and Artificialism Children as Intuitive Theists Social· Learning Forms of Social Learning Age Differences in Social· Learning Social Learning in Infancy Young Children as imitators and Emulators Overimitation Children as Models for Social Learning Mirror Neurons: The Foundation of Social· Learning? 410 412 412 414 415 417 420 421 421 425 426 429 432 433 433 434 436 437 439 №9 440 441 443 445 Development of a Concept of Self 448 Cognitive Bases of Gender Identity 451 Gender Constancy Development of Gender Constancy Consequences of Gender Constancy for Gender Identification 451 451 453 Gender Schemas 455 Gender Cognition in Transgender Ch i İd ren Chitdren's Theories of Gender 459 461 How Special· Is Social· Cognition? 464 Chapter 11 Schooling and Cognitive Development Development of Reading Skills Overview of Learning to Read Stages of Learning to Read Emergent Literacy 467 468 468 468 469
XIV Children's Thinking: Cognitive Devetopment and Individual Differences Cognitive Development and Reading 472 Letter Knowledge 472 Phonemic Awareness Rapid Automatized Naming 473 474 Phonological Recoding 474 Working Memory 478 478 Sex Differences in Reading and Verbal Abilities Chiİdren’s Number and Arithmetic Concepts Integrative Theory of Numerical Development Development of Conceptual and Procedural Mathematical Knowledge 485 486 488 Conservation of Number 488 Learning to Count 490 492 Development of Arithmetic Strategies Variations in Developing Mathematical Proficiency: Math Disabilities, Cultural Differences, and Sex Differences Math Disabilities Cultural Differences Sex Differences Schooling and Cognitive Development Schooling Versus Age Effects on Intelligence Effect of Schooling on IQ Evolutionary Educational Psychology Principles of Evolutionary Educational Psychology Costs and Benefits of Academic Preschools "Educational” DVDs and Videos for Infants Physical Activity Chapter 12 Approaches to the Study of Intelligence 497 498 499 502 507 508 509 511 513 516 518 520 525 Developing Intelligence 525 Psychometric Approach to the Study of Intelligence 527 Factors of Intelligence General Intelligence, or g Hierarchical Model of Cognitive Abilities 527 527 530 IQ Tests W/iat Does IQ Predict? 530 535 536 /Q Tests and Cultural Minority Groups Information-Processing Approaches to the Study of Inteİligence 541 Basic-Level Processes Speed of Information Processing Working Memory and Executive Function 542 543 544 Higher-Order Cognitive Abilities 546 Strategies Knowledge
Base Metacognition 547 549 551
Detailed Contents Sternberg’s Theory of Adaptive Intelligence Practical· Intedigence XV 552 554 Creative Intelligence 555 Analytic Intelligence 556 Theory of Adaptive Intelligence Goes to School 557 Gardner's Theory of Multiple Intelligences Criteria of an Intelligence 560 563 Potential Isolation by Brain Damage 563 Existence of Savants and Prodigies 563 Identifiable Core Operation or Set of Operations 564 Distinctive Developmental History, Along With a Definable Set of Expert End-State Performances 564 Evolutionary History and Evolutionary Plausibility 565 Support From Experimental Psychological Tasks and From Psychometric Findings 565 Susceptibility to Encoding in a System 565 Multiple Intelligences and Education 565 Is Gardner's Theory a Theory of Inteligence? 566 Developing InteUigence Chapter 13 Origins, Modification, and Stability of Intellectual Differences 568 571 Transactional Approach to the Study of Intelligence 573 Behavioral Genetics and the HeritabiÎity of Intelligence 576 Concept of Heritability 576 Etementary Cognitive Tasks and InteUigence 578 Familial Studies of Intelligence 580 Role of the Environment in Behavioral Genetics Analyses 581 Means Versus Correlations 583 The Scarr-Rowe Hypothesis 584 Experience and Intelligence Establishing Intellectual Competence 587 588 Institutionalization Studies 588 Home Environment: Naturalistic Studies of Parent-Child Interaction 590 Children at Risk: The Effect of Socioeconomic Status and Adverse Childhood Experiences on Intelligence and Cognitive Development 592 Life History Theory and the Possibility of Hidden
Talents 596 Experience Counts Modification and Maintenance of Intellectual Functioning Modification of Intellectual Impairment Caused by Early Experience 599 599 600 Compensatory Education Programs 604 Maintenance of the Beneficial Effects of Early Experience on Intelligence 605 How ModifiaMe Is Human Intelligence? 608
XVI Chitdren's Thinking: Cognitive Devetopment and Individual· Differences Stability of Intelligence 609 Defining Stability 610 Predicting Later IntelUgence From Tests in Infancy 610 Stability of IQ Scores During ChRdhood 614 Are Peopte Getting Smarter? The Flynn Effect 616 Glossary References Index 621 641 763 |
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| author | Bjorklund, David F. 1949- |
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| author_facet | Bjorklund, David F. 1949- |
| author_role | aut |
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| bvnumber | BV048511534 |
| classification_rvk | CQ 2000 |
| ctrlnum | (OCoLC)1370406971 (DE-599)BVBBV048511534 |
| discipline | Psychologie |
| discipline_str_mv | Psychologie |
| edition | Seventh edition, international student edition |
| format | Book |
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| id | DE-604.BV048511534 |
| illustrated | Illustrated |
| index_date | 2024-07-03T20:47:46Z |
| indexdate | 2024-07-10T09:40:08Z |
| institution | BVB |
| isbn | 9781071895344 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-033888574 |
| oclc_num | 1370406971 |
| open_access_boolean | |
| owner | DE-384 DE-355 DE-BY-UBR DE-11 DE-N32 DE-473 DE-BY-UBG |
| owner_facet | DE-384 DE-355 DE-BY-UBR DE-11 DE-N32 DE-473 DE-BY-UBG |
| physical | xxii, 769 Seiten Illustrationen, Diagramme |
| publishDate | 2023 |
| publishDateSearch | 2023 |
| publishDateSort | 2023 |
| publisher | SAGE |
| record_format | marc |
| spelling | Bjorklund, David F. 1949- Verfasser (DE-588)1011393298 aut Children's thinking cognitive development and individual differences David F. Bjorklund Seventh edition, international student edition Los Angeles ; London ; New Delhi ; Singapore ; Washington DC ; Melbourne SAGE [2023] © 2023 xxii, 769 Seiten Illustrationen, Diagramme txt rdacontent n rdamedia nc rdacarrier Kind (DE-588)4030550-8 gnd rswk-swf Denken (DE-588)4011450-8 gnd rswk-swf Kognition (DE-588)4031630-0 gnd rswk-swf Kognitive Entwicklung (DE-588)4133279-9 gnd rswk-swf Kind (DE-588)4030550-8 s Denken (DE-588)4011450-8 s Kognition (DE-588)4031630-0 s DE-604 Kognitive Entwicklung (DE-588)4133279-9 s Digitalisierung UB Regensburg - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=033888574&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Bjorklund, David F. 1949- Children's thinking cognitive development and individual differences Kind (DE-588)4030550-8 gnd Denken (DE-588)4011450-8 gnd Kognition (DE-588)4031630-0 gnd Kognitive Entwicklung (DE-588)4133279-9 gnd |
| subject_GND | (DE-588)4030550-8 (DE-588)4011450-8 (DE-588)4031630-0 (DE-588)4133279-9 |
| title | Children's thinking cognitive development and individual differences |
| title_auth | Children's thinking cognitive development and individual differences |
| title_exact_search | Children's thinking cognitive development and individual differences |
| title_exact_search_txtP | Children's thinking cognitive development and individual differences |
| title_full | Children's thinking cognitive development and individual differences David F. Bjorklund |
| title_fullStr | Children's thinking cognitive development and individual differences David F. Bjorklund |
| title_full_unstemmed | Children's thinking cognitive development and individual differences David F. Bjorklund |
| title_short | Children's thinking |
| title_sort | children s thinking cognitive development and individual differences |
| title_sub | cognitive development and individual differences |
| topic | Kind (DE-588)4030550-8 gnd Denken (DE-588)4011450-8 gnd Kognition (DE-588)4031630-0 gnd Kognitive Entwicklung (DE-588)4133279-9 gnd |
| topic_facet | Kind Denken Kognition Kognitive Entwicklung |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=033888574&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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