An Examination Of Infants Understanding Of References To Absent Objects
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An Examination Of Infants Understanding Of References To Absent Objects
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Author : Patricia Arilene Ganea
language : en
Publisher:
Release Date : 2004
An Examination Of Infants Understanding Of References To Absent Objects written by Patricia Arilene Ganea and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2004 with categories.
The Role Of Associated Object Properties In Infants Understanding Of Absent Reference
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Author : Priya Mariana Shimpi
language : en
Publisher:
Release Date : 2006
The Role Of Associated Object Properties In Infants Understanding Of Absent Reference written by Priya Mariana Shimpi and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2006 with Infants categories.
Understanding Talk About The Absent
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Author : Megan Michelle Saylor
language : en
Publisher:
Release Date : 2001
Understanding Talk About The Absent written by Megan Michelle Saylor and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2001 with Cognition in infants categories.
Why Language Matters For Theory Of Mind
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Author : Janet Wilde Astington
language : en
Publisher: Oxford University Press
Release Date : 2005-03-24
Why Language Matters For Theory Of Mind written by Janet Wilde Astington and has been published by Oxford University Press this book supported file pdf, txt, epub, kindle and other format this book has been release on 2005-03-24 with Psychology categories.
"Theory of mind" is the phrase researchers use to refer to children's understanding of people as mental beings, who have beliefs, desires, emotions, and intentions, and whose actions and interactions can be interpreted and explained by taking account of these mental states. The gradual development of children's theory of mind, particularly during the early years, is by now well described in the research literature. What is lacking, however, is a decisive explanation of how children acquire this understanding. Recent research has shown strong relations between children's linguistic abilities and their theory of mind. Yet exactly what role these abilities play is controversial and uncertain. The purpose of this book is to provide a forum for the leading scholars in the field to explore thoroughly the role of language in the development of the theory of mind. This volume will appeal to students and researchers in developmental and cognitive psychology.
What And Where In 12 Month Old Infants Absent Reference Comprehension
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Author : Maria Osina
language : en
Publisher:
Release Date : 2010
What And Where In 12 Month Old Infants Absent Reference Comprehension written by Maria Osina and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2010 with Cognition in infants categories.
Infant Pathways To Language
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Author : John Colombo
language : en
Publisher: Psychology Press
Release Date : 2008-10-15
Infant Pathways To Language written by John Colombo and has been published by Psychology Press this book supported file pdf, txt, epub, kindle and other format this book has been release on 2008-10-15 with Language Arts & Disciplines categories.
The recent progress in cognitive neuroscience, and the importance of genetic factors and gene-environment interactions in shaping behavioral functions in early childhood, have both underscored the primacy of early experience and development on brain development and function.The contributors to this volume discuss different paradigms and approaches
Learning And The Infant Mind
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Author : Amanda Woodward
language : en
Publisher: Oxford University Press
Release Date : 2008-09-08
Learning And The Infant Mind written by Amanda Woodward and has been published by Oxford University Press this book supported file pdf, txt, epub, kindle and other format this book has been release on 2008-09-08 with Psychology categories.
When asking how cognition comes to take its mature form, learning seems to be an obvious factor to consider. However, until quite recently, there has been very little contact between investigations of how infants learn and what infants know. For example, on the one hand, research efforts focused on infants' foundational conceptual knowledge-what they know about the physical permanence of objects, causal relations, and human intentions-often do not consider how learning may contribute to the structure of this knowledge. On the other hand, research efforts focused on infants' perceptual and motor learning-how they extract information from the environment, tune their behavior patterns according to this information, and generalize learning to new situations-often do not consider the potential impacts of these perceptual and learning mechanisms the structure of conceptual knowledge. Although each of these research efforts has made significant progress, this research has done little to narrow the divide between the disparate traditions of learning and knowledge. The chapters in this book document, for the first time, the insights that emerge when researchers who come from diverse domains and use different approaches make a genuine attempt to bridge this divide. The authors consider both infants' knowledge across domains, including knowledge of objects, physical relations between objects, categories, people, and language, and learning broadly construed, bringing to bear direct laboratory manipulations of learning and more general considerations of the relations between experience and knowledge. These authors have begun to consider whether and how the products of learning "go beyond" the input in several senses. As a result, several converging trends emerge across Whese diverse points of view. These authors have begun to investigate whether infants derive relatively abstract representations from experience, as well as the extent to which infants generalize information learned in one context to a new context. They have also begun to investigate the extent to which learning is generative, constraining and informing subsequent learning.
Dissertation Abstracts International
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Author :
language : en
Publisher:
Release Date : 2006
Dissertation Abstracts International written by and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2006 with Dissertations, Academic categories.
The Wiley Blackwell Handbook Of Childhood Cognitive Development
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Author : Usha Goswami
language : en
Publisher: John Wiley & Sons
Release Date : 2013-11-11
The Wiley Blackwell Handbook Of Childhood Cognitive Development written by Usha Goswami and has been published by John Wiley & Sons this book supported file pdf, txt, epub, kindle and other format this book has been release on 2013-11-11 with Psychology categories.
This definitive volume is the result of collaboration by top scholars in the field of children's cognition. New edition offers an up-to-date overview of all the major areas of importance in the field, and includes new data from cognitive neuroscience and new chapters on social cognitive development and language Provides state-of-the-art summaries of current research by international specialists in different areas of cognitive development Spans aspects of cognitive development from infancy to the onset of adolescence Includes chapters on symbolic reasoning, pretend play, spatial development, abnormal cognitive development and current theoretical perspectives
Evidence Based Practice In Infant And Early Childhood Psychology
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Author : Barbara A. Mowder
language : en
Publisher: John Wiley & Sons
Release Date : 2009-07-17
Evidence Based Practice In Infant And Early Childhood Psychology written by Barbara A. Mowder and has been published by John Wiley & Sons this book supported file pdf, txt, epub, kindle and other format this book has been release on 2009-07-17 with Psychology categories.
An authoritative guide to evidence-based treatment of infants and young children Evidence-Based Practice in Infant and Early Childhood Psychology is the first handbook of its kind to consider the complete psychological needs of infants and young children, from birth to early childhood. With a focus on evidence-based practice, the book provides a balanced perspective of diverse and ethical practice with research and educational recommendations interwoven throughout. Comprehensive in scope, Evidence-Based Practice in Infant and Early Childhood Psychology is divided into four sections: Foundations provides the framework for considering psychological and educational service provisions for young children and their families Assessment and Intervention includes chapters on assessing infants, toddlers, preschoolers, parents and families, and bilingual and multicultural children Evidence-Based Practice addresses evidence-based treatmentsfor particular issues such as autism, ADHD, health impairments, and more Contemporary Issues examines current perspectives on issues such as childcare, neuropsychology, Response to Intervention (RTI) and violence prevention