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Titles in the Pocket Tutor series give practical guidance on
subjects that medical students and foundation doctors need help
with ‘on the go’, at a highly-affordable price that puts them
within reach of those rotating through modular courses or working
on attachment. Topics reflect information needs stemming
from today’s integrated undergraduate and foundation courses:
Common presentations Investigation options (e.g. ECG, imaging)
Clinical and patient-orientated skills (e.g. examinations,
history-taking) The highly-structured, bite-size content helps
novices combat the ‘fear factor’ associated with day-to-day
clinical training, and provides a detailed resource that students
and junior doctors can carry in their pocket.  Key
points New edition of the best-selling title that breaks down a
complex and daunting subject using clearly-labelled, full-page ECG
traces and concise but informative text Revised text and brand-new
ECG traces bring the new edition fully up-to-date New chapters
cover electrolyte and homeostatic disorders, and normal variants
Logical, sequential content: relevant basic science, then a guide
to understanding a normal ECG and the building blocks of an
abnormal ECG, before describing clinical disorders
This book examines a key issue in current cognitive theories -
the nature of representation. Each chapter is characterized by
attempts to frame hot topics in cognitive development within the
landscape of current developmental theorizing and the past legacy
of genetic epistemology. The chapters address four questions that
are fundamental to any developmental line of inquiry:
- How should we represent the workings and contents of the
mind?
- How does the child construct mental models during the course of
development?
- What are the origins of these models? and
- What accounts for the novelties that are the products and
producers of developmental change?
These questions are situated in a historical context, Piagetian
theory, and contemporary researchers attempt to trace how they draw
upon, depart from, and transform the Piagetian legacy to revisit
classic issues such as the child's awareness of the workings of
mental life, the child's ability to represent the world, and the
child's growing ability to process and learn from experience. The
theoretical perspectives covered include constructivism,
connectionism, theory-theory, information processing, dynamical
systems, and social constructivist approaches. The research areas
span imitation, mathematical reasoning, biological knowledge,
language development, and theory of mind.
Written by major contributors to the field, this work will be of
interest to students and researchers wanting a brief but in-depth
overview of the contemporary field of cognitive development.
This book examines a key issue in current cognitive theories - the
nature of representation. Each chapter is characterized by attempts
to frame hot topics in cognitive development within the landscape
of current developmental theorizing and the past legacy of genetic
epistemology. The chapters address four questions that are
fundamental to any developmental line of inquiry: How should we
represent the workings and contents of the mind? How does the child
construct mental models during the course of development? What are
the origins of these models? and What accounts for the novelties
that are the products and producers of developmental change? These
questions are situated in a historical context, Piagetian theory,
and contemporary researchers attempt to trace how they draw upon,
depart from, and transform the Piagetian legacy to revisit classic
issues such as the child's awareness of the workings of mental
life, the child's ability to represent the world, and the child's
growing ability to process and learn from experience. The
theoretical perspectives covered include constructivism,
connectionism, theory-theory, information processing, dynamical
systems, and social constructivist approaches. The research areas
span imitation, mathematical reasoning, biological knowledge,
language development, and theory of mind. Written by major
contributors to the field, this work will be of interest to
students and researchers wanting a brief but in-depth overview of
the contemporary field of cognitive development.
An appreciation of temporal and logical relationships is one of the
essential and defining features of human cognition. A central
question in developmental psy chology, and in the philosophical
speculations out of which psychology evolved, has been how children
come to understand temporal and logical relationships. For many
recent investigators, this question has been translated into empiri
cal studies of children's acquisition of relational terms-words
such as before, after, because, so, if, but, and or that permit the
linguistic expression of logi cal relationships. In the mid 1970s,
Katherine Nelson began to study young children's knowledge about
routine activities in which they participated. The goal of this
research was to understand how children represented their personal
experiences and how these representations contributed to further
cognitive development. A primary method used in the early phases of
this research involved simply asking children to describe familiar
events. They were asked, for example, "What happens when you have
lunch at school?" or "What happens at a birthday party?" Hundreds
of transcripts of children's responses to such questions were
available when Lucia French became an NICHD Postdoctoral Fellow in
Developmental Psychology at City University of New York in 1979."
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Virtual Invasion
Katherine Nelson
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R588
Discovery Miles 5 880
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Ships in 10 - 15 working days
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Katherine Nelson re-centers developmental psychology with a
revived emphasis on development and change, rather than foundations
and continuity. She argues that children be seen not as scientists
but as members of a community of minds, striving not only to make
sense, but also to share meanings with others.
A child is always part of a social world, yet the child's
experience is private. So, Nelson argues, we must study children in
the context of the relationships, interactive language, and culture
of their everyday lives.
Nelson draws philosophically from pragmatism and phenomenology,
and empirically from a range of developmental research. Skeptical
of work that focuses on presumed innate abilities and the close fit
of child and adult forms of cognition, her dynamic framework takes
into account whole systems developing over time, presenting a
coherent account of social, cognitive, and linguistic development
in the first five years of life.
Nelson argues that a child's entrance into the community of
minds is a slow, gradual process with enormous consequences for
child development, and the adults that they become. Original,
deeply scholarly, and trenchant, "Young Minds in Social Worlds"
will inspire a new generation of developmental psychologists.
This classic psychological case study focuses on one talkative
child's emerging ability to use language, her capacity for
understanding, for imagining, and for making inferences and solving
problems. In wide-ranging essays, scholars offer multifaceted
linguistic and psychological analyses of two-year-old Emily's
bedtime conversations with her parents and pre-sleep monologues,
taped over a fifteen-month period. In a foreword written for this
new edition, Emily, now an adult, reflects on the experience of
having been a research subject without knowing it.
These essays by leading theorists and researchers in sociocultural,
cognitive, developmental and educational psychology honour the
memory of Sylvia Scribner, whose work is recognized by each of the
authors as seminal to their own thinking. The themes include the
relationship between history and culture, the importance of context
to thinking, the place of literacy in human activity and thought,
and cognition in school and in the workplace. The volume presents
applications of activity theory to fundamental issues in human
behaviour at work, in school, and in problem solving situations,
and it analyses historical-societal processes in science and
culture. Scribner's conviction that science holds a responsibility
to human welfare and understanding is carried on in these chapters.
Sociocultural Psychology is crucial reading for researchers and
graduate students in sociocultural, cognitive, developmental and
educational psychology.
Contemporary study of language and cognition in infancy and early
childhood has received considerable, well deserved attention.
However, little effort has been directed to the means by which
language becomes a cognitive and communicative tool, as well as
what the full implications of this development may be. This book
highlights a transition from the study of language and cognition to
that of language in cognition. It presents an integrative theory of
cognitive development, emphasizing the important role that language
plays in taking the two to five year old child to new levels of
cognitive operations in memory, forming concepts, categories,
processing narratives, and understanding other people's intentions.
Biological evolution is considered the source of both language and
culture but it is argued that qualitatively different modes of
thinking and knowing emerge therefrom.
These essays by leading theorists and researchers in sociocultural,
cognitive, developmental, and educational psychology honor the
memory of Sylvia Scribner, whose work is recognized by each of the
authors as seminal to her own thinking. The themes include the
relationship between history and culture, the importance of context
to thinking, the place of literacy in human activity and thought,
and cognition in school and in the workplace. The volume presents
applications of Activity Theory to fundamental issues in human
behavior at work, in school, and in problem solving situations, and
it analyzes historical-societal processes in science and culture.
Scribner's conviction that science holds a responsibility to human
welfare and understanding is carried on in these chapters.
Sociocultural Psychology is essential reading for researchers and
graduate students in sociocultural, cognitive, developmental, and
educational psychology.
This book highlights a transition from the study of language and cognition to that of language in cognition. It presents an integrative theory of cognitive development, emphasizing the important role that language plays in taking the two to five year old child to new levels of cognitive operations in memory, forming concepts, categories, processing narratives, and understanding other people's intentions. The author considers biological evolution the source of both language and culture, but she argues that qualitatively different modes of thinking and knowing emerge therefrom.
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Loot
Nadine Gordimer
Paperback
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R398
R330
Discovery Miles 3 300
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