Learning in children : progress in cognitive development research
Author(s)
Bibliographic Information
Learning in children : progress in cognitive development research
（Springer series in cognitive development）
Springer-Verlag, c1983
- : us
- : gw
Available at / 43 libraries
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Library of Education, National Institute for Educational Policy Research
: us136.7||219800503603
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Note
Includes bibliographies and indexes
Contents of Works
- Structural invariance in the developmental analysis of learning / by C.J. Brainerd
- The learning paradigm as a technique for investigating cognitive development / by Bruce A. Linder and Linda S. Siegel
- A learning analysis of spatial concept development in infancy / by C. Donald Heth and Edward H. Cornell
- Research strategies for a cognitive developmental psychology of instruction / by Robert Kail
- Social learning, causal attribution, and moral internalization / by David G. Perry and Louise C. Perry
- Ordinary learning: pragmatic connections among children's beliefs, motives, and actions / by Scott G. Paris and David R. Cross
- Learning from children learning / by John D. Bransford and Karen Heldmeyer
Description and Table of Contents
Description
For some time now, the study of cognitive development has been far and away the most active discipline within developmental psychology. Although there would be much disagreement as to the exact proportion of papers published in develop mental journals that could be considered cognitive, 50% seems like a conservative estimate. Hence, a series of scholarly books devoted to work in cognitive devel opment is especially appropriate at this time. The Springer Series in Cognitive Development contains two basic types of books, namely, edited collections of original chapters by several authors, and original volumes written by one author or a small group of authors. The flagship for the Springer Series is a serial publication of the "advances" type, carrying the subtitle Progress in Cognitive Development Research. Each volume in the Progress sequence is strongly thematic, in that it is limited to some well-defined domain of cognitive developmental research (e.g., logical and mathematical development, development of learning). All Progress volumes will be edited collections. Editors of such collections, upon consultation with the Series Editor, may elect to have their books published either as contributions to the Progress sequence or as separate volumes. All books written by one author or a small group of authors are being published as separate volumes within the series."
by "Nielsen BookData"