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Showing 1 - 11 of
11 matches in All Departments
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Dumont (Hardcover)
S Michael Siegal
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R888
Discovery Miles 8 880
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Ships in 12 - 17 working days
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Concerned with conversation and cognition in young children, this
text assesses their profound conceptual limitations, that is, that
they have little understanding of numerical and causal relations
and are incapable of insight into the minds of others. The text
considers how this inability has led researchers to accept a model
of the young child as plagued by conceptual deficits. With this in
mind, the text assesses how a greater degree of competence should
be attributed to children to reflect the position that development
in evolutionary important domains is guided by implicit constraints
on learning.
What makes science possible? Specifically, what features of the human mind, of human cognitive development, and of human social arrangements permit and facilitate the conduct of science? The essays in this volume address these questions, which are inherently interdisciplinary, requiring co-operation between philosophers, psychologists, and others in the social and cognitive sciences. They concern the cognitive, social, and motivational underpinnings of scientific reasoning in children and lay persons as well as in professional scientists.
What makes science possible? Specifically, what features of the human mind, of human cognitive development, and of human social arrangements permit and facilitate the conduct of science? The essays in this volume address these questions, which are inherently interdisciplinary, requiring co-operation between philosophers, psychologists, and others in the social and cognitive sciences. They concern the cognitive, social, and motivational underpinnings of scientific reasoning in children and lay persons as well as in professional scientists.
This book provides the first state-of-the-art examination of children's understanding of biology and health. Authors based in the United States, the United Kingdom, Japan and Australia review and evaluate children's understanding of birth, life and death, their knowledge of contamination and contagion as well as processes related to food, digestion, and pain. The chapters tightly focus on the connection between research and practice in examining the implications for communication about diseases such as HIV and for children's medical and therapeutic decision-making.
It has often been maintained that young children's knowledge is
limited to perceptual appearances. In this "preoperational" stage
of development, there are profound conceptual limitations in that
they have little understanding of numerical and causal relations
and are incapable of insight into the minds of others. Their
apparent inability to perform well on traditional developmental
measures has led researchers to accept a model of the young child
as plagued by conceptual deficits. These ideas have had a major
impact on educational programs. Many have accepted the view that
the young are not ready for instruction and that their memory and
understanding is vulnerable to distortion, especially in subjects
such as mathematics and science. However, the second edition of
this book provides further evidence that children's stage-like
performance can frequently be reinterpreted in terms of a clash
between the conversational worlds of adults and children. In many
settings, children may not share an adult's well-meaning purpose or
use of words in questioning. Under these conditions, they do not
disclose the depth of their memory and understanding and may
respond incorrectly even when they are certain of the right answer.
In this light, a different model of development emerges with
significant implications for instruction in educational, health,
and legal settings. It attributes more competence to young children
than is frequently recognized and reflects the position that
development in evolutionarily important domains is guided by
implicit constraints on learning. It proposes that attention to
young children's conversational experience is a powerful means to
illustrate what they know.
This book uses research and theory to an in-depth account of
children's understanding of biology and health. Each of the
contributors views children's understanding in these areas to be to
some extent adaptive to their well-being and survival and uses
evidence collected through a variety of different techniques to
consider whether young children are capable of basic theorising and
understanding of health and illness. Topics ranging from babies to
the elderly including birth, death, contamination and contagion,
food and pain are examined and close links between research and
practice are made with obvious attendant benefits in terms of
education and communication. The combination of theory and practice
will guarantee the appeal of this book to an international audience
of advanced undergraduate and postgraduate students and
professionals in areas such as education, child welfare, medicine
and law.
One of the most important questions about children's development
involves how knowledge acquisition depends on the effect of
language experience. To what extent, and in what ways, is a child's
cognitive development influenced by their early experience of, and
access to, language? Likewise, what are the effects on development
of impaired access to language? This book is the first to confront
directly the issue of how possessing an enhanced or impaired access
to language influences children's development. Its focus is on
learning environments, theory of mind understanding and the process
of deriving meaning from conversations. The book features state of
the art chapters written by leading scholars - psychologists,
linguists and educators - who are concerned with bilingualism,
deafness, atypical child development, and development in cultures
with limited vocabularies in areas such as number concepts.
Throughout, it maps out what is known about the interface between
language and cognitive development and the prospects for the future
directions in research and applied settings 'Access to Language and
Cognitive Development' will be of considerable interest to all
those who are concerned with the development and welfare of
children. It will be of particular interest to researchers and
professionals interested in the effects of bilingualism and
deafness on young children and in advances in assessment of
atypically developing children - for example, those with autism or
cerebral palsy who have an impaired access to participation in
conversation.
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Dumont (Paperback)
S Michael Siegal
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R579
Discovery Miles 5 790
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Ships in 10 - 15 working days
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