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Research on the processes of change during the transition from middle childhood to adolescence has been a relatively neglected area of scholarship until recently. This volume, features prominent researchers who provide integrative accounts of their research programs, focusing on processes of physical, social, and cognitive change during this important transition period in development. Also included in this volume is an overview, discussion, and critical analysis of core conceptual issues in the study of adolescent transition.
This volume provides an introduction to current research on the relation between brain development and the development of cognitive, linguistic, motor, and emotional behavior. At least two audiences will benefit from this book: psychologists interested in brain development, and neuroscientists interested in behavioral development. Although each chapter is content-oriented, the volume as a whole provides a well integrated summary of the latest findings from developmental behavioral neuroscience.
This volume covers the 22nd Annual Minnesota Symposia on Child Psychology. The theme of the conference was the use of a systematic approach to the study of development. An analysis of systems theory, its applications to the study of development, its benefits, and its drawbacks are considered. The contributors, among the leaders in this field, discuss the application of systems concepts to the analysis of core issues in areas as diverse as motor and social development.
One of the central problems in the study of modern cognition is the
degree to which higher cognition is modularized: that is, how much
are higher functions carried out by domain-specific, specialized,
cognitive subsystems, rather than a highly general cognitive
learning and inferring device? To date, ideas and proposals about
modularity have been best developed in the study of vision and
grammar. In the present volume, the usefulness of approaches
employing modularity and domain specificity are further explored in
papers on the development of biological thought, word meaning,
symbols, and emotional development, as well as in the core area of
grammar itself, by leading researchers in these fields. The volume
also contains an introduction to some basic ideas and concepts in
the study of modularity and domain-specificity, and some critical
discussion of the overall problems of the modularity constraints
approach to analyzing development.
This volume provides an introduction to current research on the
relation between brain development and the development of
cognitive, linguistic, motor, and emotional behavior. At least two
audiences will benefit from this book: psychologists interested in
brain development, and neuroscientists interested in behavioral
development. Although each chapter is content-oriented, the volume
as a whole provides a well integrated summary of the latest
findings from developmental behavioral neuroscience.
This volume covers the 22nd Annual Minnesota Symposia on Child
Psychology. The theme of the conference was the use of a systematic
approach to the study of development. An analysis of systems
theory, its applications to the study of development, its benefits,
and its drawbacks are considered. The contributors, among the
leaders in this field, discuss the application of systems concepts
to the analysis of core issues in areas as diverse as motor and
social development.
Research on the processes of change during the transition from
middle childhood to adolescence has been a relatively neglected
area of scholarship until recently. This volume, features prominent
researchers who provide integrative accounts of their research
programs, focusing on processes of physical, social, and cognitive
change during this important transition period in development. Also
included in this volume is an overview, discussion, and critical
analysis of core conceptual issues in the study of adolescent
transition.
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