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Based on the proceedings of the twelfth biennial conference on
life-span developmental psychology, most of the contributions in
this volume deal with the mechanisms of everyday cognition.
However, a broad spectrum of additional concerns is addressed
within the domain of everyday cognition: its metatheoretical
underpinnings, theory and theoretical issues, methods of
investigation, empirical considerations, and social issues and
applications. Addressing everyday cognition in infancy, childhood,
adolescence, young and middle adulthood, and old age, this book is
consistent with the chronological life-span theme of this series.
The contributors collectively discuss some of the traditional
concerns of life-span psychology: the dialectical nature of
everyday cognition, individual differences, and contextual
influences. Leading and concluding chapters provide overview,
integration, and summary. In bringing together a wide array of age
periods and points of view within the domain of everyday cognition,
the editors hope that students and researchers in developmental
psychology and cognitive science will find a useful
cross-fertilization of ideas. A huge variety of theoretical
perspectives is presented ranging from the position that everyday
cognition and academic (laboratory) cognition are different
manifestations of the same underlying processes to the position
that the underlying processes are completely separate. Also of
importance, a large assortment of research methods is illustrated
including interviews, laboratory simulations, real-life
observations and psychometric methods.
What are the changes we see over the life-span? How can we explain
them? And how do we account for individual differences? This volume
continues to examine these questions and to report advances in
empirical research within life-span development increasing its
interdisciplinary nature. The relationships between individual
development, social context, and historical change are salient
issues discussed in this volume, as are nonnormative and atypical
events contributing to life-span change.
What are the changes we see over the life-span? How can we explain
them? And how do we account for individual differences? This volume
continues to examine these questions and to report advances in
empirical research within life-span development increasing its
interdisciplinary nature. The relationships between individual
development, social context, and historical change are salient
issues discussed in this volume, as are nonnormative and atypical
events contributing to life-span change.
Based on the proceedings of the twelfth biennial conference on
life-span developmental psychology, most of the contributions in
this volume deal with the mechanisms of everyday cognition.
However, a broad spectrum of additional concerns is addressed
within the domain of everyday cognition: its metatheoretical
underpinnings, theory and theoretical issues, methods of
investigation, empirical considerations, and social issues and
applications.
Addressing everyday cognition in infancy, childhood, adolescence,
young and middle adulthood, and old age, this book is consistent
with the chronological life-span theme of this series. The
contributors collectively discuss some of the traditional concerns
of life-span psychology: the dialectical nature of everyday
cognition, individual differences, and contextual influences.
Leading and concluding chapters provide overview, integration, and
summary. In bringing together a wide array of age periods and
points of view within the domain of everyday cognition, the editors
hope that students and researchers in developmental psychology and
cognitive science will find a useful cross-fertilization of ideas.
A huge variety of theoretical perspectives is presented ranging
from the position that everyday cognition and academic (laboratory)
cognition are different manifestations of the same underlying
processes to the position that the underlying processes are
completely separate. Also of importance, a large assortment of
research methods is illustrated including interviews, laboratory
simulations, real-life observations and psychometric methods.
Advances in Child Development and Behavior is intended to ease the
task faced by researchers, instructors, and students who are
confronted by the vast amount of research and theoretical
discussion in child development and behavior. The serial provides
scholarly technical articles with critical reviews, recent advances
in research, and fresh theoretical viewpoints. Volume 29 discusses
working memory, parent-adolescent relationships, maternal
responsiveness and early language acquisition, early knowledge
acquisition, schooling as a cultural process, and pre-adolescent
peer relations.
Advances in Child Development and Behavior is intended to ease the
task faced by researchers, instructors, and students who are
confronted by the vast amount of research and theoretical
discussion in child development and behavior. The serial provides
scholarly technical articles with critical reviews, recent advances
in research, and fresh theoretical viewpoints. Volume 28 discusses
variability in reasoning, dual processes in memory, reasoning, and
cognitive neuroscience, language and cognition, and adolescent
depression.
Advances in Child Development and Behavior is intended to ease the
task faced by researchers, instructors, and students who are
confronted by the vast amount of research and theoretical
discussion in child development and behavior. The serial provides
scholarly technical articles with critical reviews, recent advances
in research, and fresh theoretical viewpoints. Volume 27 discusses
language acquisition, object recognition, temperament, attachment,
infant problem solving, and Piaget's theory.
Advances in Child Development and Behavior is intended to ease the
task faced by researchers, instructors, and students who are
confronted by the vast amount of research and theoretical
discussion in child development and behavior. The serial provides
scholarly technical articles with critical reviews, recent advances
in research, and fresh theoretical viewpoints.
Advances in Child Development and Behavior is intended to ease the
task faced by researchers, instructors, and students who are
confronted by the vast amount of research and theoretical
discussion in child development and behavior. The serial provides
scholarly technical articles with critical reviews, recent advances
in research, and fresh theoretical viewpoints. Volume 25 offers
perspectives on children's activity memory, spatial representation,
social reasoning, and metacognitive development.
"Advances in Child Development and Behaviour" is intended to ease
the task faced by researchers, instructors, and students who are
confronted by the vast amount of research and theoretical
discussion in child development and behaviour. The serial provides
scholarly technical articles and a place for the publication of
scholarly speculation. In these documented critical reviews, recent
advances in the field are summarized and integrated, complexities
are exposed, and fresh viewpoints are offered. The serial should be
useful to experts in the area as well as graduate students. Each
volume of "Advances in Child Development and Behaviour" contains an
index, and each chapter includes references.
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