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This is the 33rd volume in the Minnesota Symposium on Child
Psychology held in October 2002. The symposium was held to honor
the scientific and mentoring contributions of Anne Danielson Pick
and Herbert L. Pick, Jr.--two longtime and beloved professors of
the Institute of Child Development. It focused on "Action as an
Organizer of Learning and Development" and integrated the best and
most innovative research on the role of action in perceiving and
understanding. Taken together, the book captures the intellectual
excitement that characterized the 33rd symposium and appeals to
developmental psychologists, particularly those interested in
perceptual development.
The book summarizes research into the fundamental properties of the
outer Milky Way (including its mass, scale and rotation properties)
and covers topics such as spiral structure, the interstellar
medium, star formation, satellites of the Milky Way and the outer
parts of some nearby galaxies. It contains new work on the outer
rotation curve of the Milky Way, first results of a new low
frequency galactic disk survey, new results on the scale of the
Galaxy (the distance of the Sun from the center and the relation of
the disk of the Milky Way to the halo). This is the first volume
specifically dedicated to outer galaxy research. Professional
astronomers and astrophysicists as well as graduate students will
welcome this book as a guide in understanding the outer parts of
the Milky Way and also other galaxies.
This is a book about the development of action and skill in the
first years of life. But it differs in an important way from most
past treatments of the subject. The present volume explores how the
development of ac tion is related to the contexts, especially the
social ones, in which actions function. In past work, little
attention has focused on this relationship. The prevailing view has
been that infants develop skills on their own, independent of
contributions from other individuals or the surrounding culture.
The present volume is a challenge to that view. It is based on the
premise that many early skills are embedded in interpersonal
activities or are influenced by the activities of other
individuals. It assumes further that by examining how skills
function in interpersonal contexts, insights will be gained into
their acquisition and structuring. In effect, this vol ume suggests
that the development of cognitive, perceptual, and motor skills
needs to be reexamined in relation to the goals and contexts that
are inherently associated with these skills. The contributors to
the vol ume have all adopted this general perspective. They seek to
understand the development of early action by considering the
functioning of action in context. Our motivation for addressing
these issues stemmed in part from a growing sense of
dissatisfaction as we surveyed the literature on skill development
in early childhood."
Advances in Child Development and Behavior, Volume 65, the latest
release in this classic resource on the field of developmental
psychology, includes a variety of timely updates, with this new
volume presenting interesting chapters written by an international
board of authors.
New Methods and Approaches for Studying Child Development, Volume
62 in the Advances in Child Development and Behavior series,
highlights new advances in the field, with this new volume
presenting interesting chapters written by an international board
of authors.
This is a book about the development of action and skill in the
first years of life. But it differs in an important way from most
past treatments of the subject. The present volume explores how the
development of ac tion is related to the contexts, especially the
social ones, in which actions function. In past work, little
attention has focused on this relationship. The prevailing view has
been that infants develop skills on their own, independent of
contributions from other individuals or the surrounding culture.
The present volume is a challenge to that view. It is based on the
premise that many early skills are embedded in interpersonal
activities or are influenced by the activities of other
individuals. It assumes further that by examining how skills
function in interpersonal contexts, insights will be gained into
their acquisition and structuring. In effect, this vol ume suggests
that the development of cognitive, perceptual, and motor skills
needs to be reexamined in relation to the goals and contexts that
are inherently associated with these skills. The contributors to
the vol ume have all adopted this general perspective. They seek to
understand the development of early action by considering the
functioning of action in context. Our motivation for addressing
these issues stemmed in part from a growing sense of
dissatisfaction as we surveyed the literature on skill development
in early childhood."
Developmental Cascades, Volume 64 in the Advances in Child
Development and Behavior, highlights new advances in the field,
with this new volume presenting interesting chapters on a variety
of timely topics. Each chapter is written by an international board
of authors.
Advances in Child Development and Behavior, Volume 63 highlights
new advances in the field, with this new volume presenting
interesting chapters written by an international board of authors.
Advances in Child Development and Behavior, Volume 61, the latest
release in this classic resource on the field of developmental
psychology, includes a variety of timely updates, with this release
presenting chapters on The Development of Mental Rotation Ability
Across the First Year After Birth, Groups as Moral Boundaries: A
Developmental Perspective, The Development of Time Concepts,
Mother-child Physiological Synchrony, Children's Social Reasoning
About Others: Dispositional and Contextual Influences, Mindful
Thinking: Does it Really Help Children?, On the Emergence of
Differential Responding to Social Categories, Trust in Early
Childhood, Infant Imitation, Social-Cognition and Brain
Development, and more.
This scarce antiquarian book is a selection from Kessinger
PublishingAcentsa -a centss Legacy Reprint Series. Due to its age,
it may contain imperfections such as marks, notations, marginalia
and flawed pages. Because we believe this work is culturally
important, we have made it available as part of our commitment to
protecting, preserving, and promoting the world's literature.
Kessinger Publishing is the place to find hundreds of thousands of
rare and hard-to-find books with something of interest for e
This is the 33rd volume in the Minnesota Symposium on Child
Psychology held in October 2002. The symposium was held to honor
the scientific and mentoring contributions of Anne Danielson Pick
and Herbert L. Pick, Jr.--two longtime and beloved professors of
the Institute of Child Development. It focused on "Action as an
Organizer of Learning and Development" and integrated the best and
most innovative research on the role of action in perceiving and
understanding. Taken together, the book captures the intellectual
excitement that characterized the 33rd symposium and appeals to
developmental psychologists, particularly those interested in
perceptual development.
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