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Books > Academic & Education > Professional & Technical > Psychology
This volume is sponsored by Division 9 of the American
Psychological Association: The Society for the Psychological Study
of Social Issues.****This is an essential reference book for any
social scientist or student who uses measuresof attitude or
personality in his or her research. The earlier version, published
twenty years ago, was to be found on the shelf of virtually
everyone who worked in the field.
This book is unique in that it gives equal weight to the
psychological and neurological approaches to the study of cognitive
deficits in patients with brain lesions. The result is a balanced
and comprehensive analysis of cognitive skills and abilities that
departs from the more usual syndrome approach favored by
neurologists and the anti-localizationist perspective of cognitive
psychologists.
This book reviews current theories and research on adolescent development and their implications for education. It is organized around the theme of the adolescent as decision-maker, and covers areas of normal development that are crucial for the transition to independence. The issues raised by the thoughtful reviews will stimulate discussion and debate and will provide new perspectives on adolescence.
This book should enhance the reader's understanding of the contemporary scene in parenting education, including effective programming, important issues, and future trends.
Cognition and Instruction focuses on the relationship of knowledge acquisition processes with instruction, including reading, writing, mathematics, curriculum design and reform, and reasoning. The selection first takes a look at the issues in cognitive psychology and instruction, reading, and writing. Discussions focus on the processes of knowledge acquisition, cognitive prescriptions for teaching, cognitive components of reading, instruction in reading, distinctive nature of higher order mental activity in written composition, and knowledge-transforming procedures within the general context of higher order skills. The publication also offers information on second language and mathematics. The text ponders on science, social studies, and art. Topics include psychological research related to curriculum design, science curriculum reform, curriculum and instructional components of social studies and social sciences, evidence for individual styles in young children, educational considerations, and concept of style. The text then examines music and reasoning. The selection is a valuable source of data for readers and cognitive psychologists pursuing research on the relationship of cognition and instruction.
In this, his fourth book published by Academic Press, the author pursues current theories in the expansive field of personality research. Presenting a unique perspective on recent developments in the field, the emphasis is on empirical research. Topics discussed include stability and change in traits, the behavior genetics of traits, a review and defense of trait theory, and a comprehensive review of research on the unconscious.
How is existing knowledge reconciled with new information in the
mind of a young child, as compared to that of a more sophisticated
thinker?
Psychologists have been trying to understand the factors that
underpin children's success and failure in different educational
domains for many years. One psychological function that has been
found to play an important role in educational achievement is
'working memory', the processes involved in the temporary
maintenance and manipulation of information. This book provides the
reader with an up-to-date review of the research that has
identified how working memory relates to academic attainment in:
reading, reading comprehension, arithmetic and writing, as well as
looking at how children with difficulties relating to hearing
impairment and attention deficits differ in terms of their working
memory. Other chapters focus on how working memory is called upon
in classroom settings, how working memory can be assessed, and
approaches to remediation. The opening chapter of the book provides
an account of working memory from the architect of the model that
has dominated psychological theory for over two decades. This book
is a valuable resource for psychologists, educationalists, and
anyone seeking to understand more about the cognitive basis of
educational achievement in children.
Is it possible to ban unwanted thoughts from consciousness? According to the literature on thought suppression, the answer is no. In the 1980s, Wegner and colleges demonstrated that the average person cannot prevent a trivial thought like that of a polar bear from entering consciousness approximately seven times in a five minute period. This experimental finding was followed by a substantial number of replications. This book provides an up-to-date overview of the thought suppression literature. First, similarities and differences between suppression, repression, and dissociation are discussed. Methodological issues are then considered. Finally, the clinical applications of the thought suppression literature are discussed. Although there are numerous conditions to which the phenomenon of suppression can be applied, obsession and traumatic recollection are the main applications. In addition to offering an overview of the literature, this book links the thought suppression paradigm to other research fields, such as directed forgetting and repressive coping. Furthermore, it discusses the phenomenon of thought suppression in the light of broader theories such as the cognitive theory of obsession, and the ego depletion hypothesis. Clinical implications and directions for future research are offered.
WJ III Clinical Use and Interpretation presents a wide variety of
clinical applications of the WJ III from leading experts. Each
chapter will provide the reader with insights into patterns of
cluster and test scores from both the WJ III "Tests of Cognitive
Abilities" and WJ III "Tests of Achievement" that can assist with
interpretation and formulation of diagnostic hypotheses for
clinical practice. WJ III Clinical Use and Interpretation provides
expert guidance for using the WJ III with individuals with a broad
array of learning and neuropsychological problems, including
learning disabilities and Attention Deficit/Hyperactivity Disorder.
New research included in this volume emphasizes the value of the WJ
III for identification of gifted children and adolescents and young
children with developmental delays. |
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