Emerging themes in cognitive development
著者
書誌事項
Emerging themes in cognitive development
Springer-Verlag, c1993
- v. 1 : us
- v. 1 : gw
- v. 2 : us
- v. 2 : gw
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注記
Includes bibliographical references and indexes
収録内容
- v. 1. Foundations
- v. 2. Competencies
内容説明・目次
- 巻冊次
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v. 1 : us ISBN 9780387978161
内容説明
Emerging Themes in Cognitive Development, Volumes I and II offer the full spectrum of current knowledge and research trends in cognitive developmental psychology. The first volume provides a foundation by describing key discoveries in new areas of research and by thoroughly examining fundamental aspects of the field, including several demonstrations of formal modeling; the gains in prediction and precision that can be won by such mathematical analyses are the hallmark of cognitive development as a maturing science. The second volume traces the development of cognitive competence - denoting a change or increment in cognitive proficiency, understanding, or mastery - and includes analyses of innovative and previously unpublished studies. The primary challenge issued by many of the authors in this volume is to ensure the incorporation of new knowledge into educational practices. These volumes, which are milestones in cognitive developmental psychology, interest every researcher in the field.
目次
I. New Theoretical Directions.- 1. Resistance to Interference: Developmental Changes in a Basic Processing Mechanism.- Developmental Changes in Interference-Sensitive Tasks.- The Frontal Lobes.- Conclusions and Unresolved Issues.- Summary.- References.- 2. The Ontogeny of Inhibition Mechanisms: A Renewed Approach to Cognitive Development.- Inhibition of Motor Behavior.- Inhibition of External Distractors.- Inhibition of Internal Distractors.- Individual Differences in Inhibitory Functioning.- Conclusion: Inefficient Inhibition and Development.- References.- 3. Domains of Fuzzy-Trace Theory.- Encoding: Gist Extraction, Parallelism, and the Verbatim ? Gist Shift.- Storage: On-line Gist Editing and Fuzzy-to-Verbatim Continua.- Processing: The Fuzzy-Processing Preference, Task Constraints, Memory Independence, and the Development of Intuition.- Output: On-line Interference, Concurrent-Processing Deficits, Cognitive Triage, and Reconstruction.- Episodic Forgetting: Developmental Invariance, Storage/ Retrieval Failure, Disintegration/Redintegration, and the Trace-Integrity Model.- Synopsis: Dimensions of Development.- References.- II. New Formal Approaches.- 4. The Role of a Global Mechanism in Developmental Change in Speed of Processing.- Global Change in Processing Speed.- New Evidence for Global Change.- Nature of the Global Mechanism.- References.- 5. Individual Differences in Children, Studies, and Statistics: Applications of Empirical Bayes Methodology.- We Need a Richer Framework.- Empirical Bayes Philosophy.- A Proposed General Strategy.- Individual Differences Need Not Involve Persons.- Examples of EB Approaches.- Empirical Bayes from Bayes.- Bayes from a Regression Perspective.- Empirical Bayes Estimation.- Applications of EB Estimation.- Discussion.- Summary.- References.- 6. On Determining the Dimension of Discontinuities in Human Learning and Development.- The Value of Psychological Science.- Reevaluating the Value of Psychological Science.- New Directions for the Science of Learning and Development.- Analysis of Nonlinear Dynamical Systems.- Application of Dynamical Systems Analysis to the Study of Human Learning and Development.- Conclusions.- References.- III. New Research Avenues.- 7. The Problem of Infantile Amnesia: Lessons from Fuzzy-Trace Theory.- Relevant Fuzzy-Trace Principles.- Elements of the Infantile Amnesia Problem.- Lessons from Fuzzy-Trace Theory.- Conclusions.- References.- 8. Development of Intentional Forgetting in Children.- General Background.- Published Research.- An Unpublished Study.- Summary and Conclusions.- References.- 9. Direct and Indirect Assessments of Memory: Implications for the Study of Memory Development During Childhood.- Indirect Tests of Memory: Research with Adults.- Theoretical Accounts of Memory-Task Dissociations.- Developmental Studies Using Indirect Measures of Remembering.- Indirect Tests of Memory for Associations: Research with Adults.- A Developmental Study of Associative Memory: Comparing Direct and Indirect Measures.- Further Implications of the Use of Indirect Tests for the Study of Memory Development.- Summary.- References.- IV. Afterword.- 10. Shifting Conceptions of Cognitive Development.- What's New in Children's Cognitive Development?.- Where Do We Go from Here?.- References.- Author Index.
- 巻冊次
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v. 2 : us ISBN 9780387978178
内容説明
Emerging Themes in Cognitive Development presents two volumes of the newest research and theory in cognitive development available at the outset of the 1990s. These ideas are firmly rooted in research from the 1980s and, in some sense, these volumes represent a culmination of that research and of even earlier work. Nevertheless, these volumes are offered as catalysts more than summaries, because each presents the freshest and most recently gathered data of many scientists whose insights have had an important impact on the field. The latest ideas of these researchers will, in some cases, immediately prove to be dominant themes of research and theory. In other cases, of course, it will take longer for the concepts presented to capture the imagination of students and colleagues who are still invested in meritori ous research on other themes. In either case, the syntheses and innova tions proposed are not likely to escape the careful study of the serious scholar, and it is to such scholars that these volumes are dedicated."
- 巻冊次
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v. 1 : gw ISBN 9783540978169
内容説明
Part of a two-volume work that offers the full spectrum of current knowledge and research trends in cognitive developmental psychology. This particular book describes key discoveries, including several demonstrations of formal modelling.
- 巻冊次
-
v. 2 : gw ISBN 9783540978176
内容説明
Part of a two-volume work that offers the full spectrum of current knowledge and research trends in cognitive developmental psychology, this particular book traces the development of cognitive competence, denoting a change in cognitive proficiency, understanding or mastery. It includes an analysis of innovative and previously unpublished studies. The primary challenge issued by the authors is to ensure the incorporation of new knowledge into educational practices.
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