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The Development of Social Cognition and Communication.
For young children, two of the most important tasks they face are learning how to communicate and learning how to think about themselves and the social world around them. The premise of this book is that these two tasks are inherently linked. The communicative routines and language that children lea...
| Clasificación: | Libro Electrónico |
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| Autor principal: | |
| Otros Autores: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Hoboken :
Taylor and Francis,
2013.
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| Temas: | |
| Acceso en línea: | Texto completo |
MARC
| LEADER | 00000cam a2200000Mu 4500 | ||
|---|---|---|---|
| 001 | EBOOKCENTRAL_ocn869092070 | ||
| 003 | OCoLC | ||
| 005 | 20240329122006.0 | ||
| 006 | m o d | ||
| 007 | cr |n||||||||| | ||
| 008 | 140125s2013 xx o 000 0 eng d | ||
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| 020 | |a 9781317778134 | ||
| 020 | |a 1317778138 | ||
| 029 | 1 | |a DEBSZ |b 449401677 | |
| 035 | |a (OCoLC)869092070 | ||
| 050 | 4 | |a BF721.D48 2005eb | |
| 082 | 0 | 4 | |a 155.413 |
| 049 | |a UAMI | ||
| 100 | 1 | |a Homer, Bruce D. | |
| 245 | 1 | 4 | |a The Development of Social Cognition and Communication. |
| 260 | |a Hoboken : |b Taylor and Francis, |c 2013. | ||
| 300 | |a 1 online resource (603 pages) | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 505 | 0 | |a Cover; Half Title; Title Page; Copyright Page; Dedication; Table of Contents; Preface; The Development of Social Cognition and Communication; Foreword; I: Language and Cognition; Section Introduction; The Functions of Language; Language and Symbolic Understanding; Language and Cognitive Flexibility; Summary; References; 1. Cognitive Functions of Language in Early Childhood; Words and Concepts: Theoretical Issues; Classic Developmental Views of Language and Thought; Forming New "Objects-to-Contemplate": Are Concepts Prior to Words?; Words as Clues to Concepts; Language as a Tool of Thought. | |
| 505 | 8 | |a Words for Expanding the Knowledge BaseRepresenting Knowledge Offered by Others; Conclusion: The Cognitive Functions of Language; References; 2. Seeing Objects as Symbols and Symbols as Objects: Language and the Development of Dual Representation; The Nature of Symbolic Relations; Icon, Index and Symbol: The Hierarchy of Signs; Hierarchy of Signs in Language Acquisition; Hierarchy of Signs in Literacy Acquisition; Symbolic Understanding and the Duality of Signs; Seeing Objects as Symbols: The Role of Language; Language Provides Social Connection; Language Provides a Means of "Scaffolding." | |
| 505 | 8 | |a Language Provides Cognitive DistanceSeeing Linguistic Signs as Objects: The Role of Literacy; Summary and Conclusion; References; 3. On the Possible Roots of Cognitive Flexibility; On the Possible Roots of Cognitive Flexibility; Measures of Cognitive Flexibility with Conflict; Deductive Measures of Flexibility; Inductive Measures of Flexibility; Summary of Findings with Flexibility Measures; Labeling Effects on Measure of Cognitive Flexibility; Labeling Effects on Deductive Measures; Labeling Effects on Inductive Measures; Summary of Labeling Effects With Flexibility Measures. | |
| 505 | 8 | |a Socio-Communicative Roots of Cognitive FlexibilityConclusions; References; II: Intentionality and Communication; Section Introduction; Understanding Others' Emotions; Understanding Others' Actions; Seeking and Using Others' Advice; Learning from Others' Conversations; Regulating Goals; Summary; 4. Perceiving Social Affordances: The Development of Emotional Understanding; Recognition of Emotional Expressions-The Role of Context; Multimodal Specification as a Context; Familiar Situations as Contextual Information; Familiarity of Person as Contextual Information. | |
| 505 | 8 | |a Emotional Expressions Portrayed by MothersEmotional Expressions Depicted by Mothers and Fathers; Generalization of Expressions Portrayed by Familiar Persons; Conclusions Regarding the Role of Context; References; 5. Discerning Intentions: Characterizing the Cognitive System at Play; Complexity of Action and the Power of Intentional Understanding; Characterizing the Cognitive System for Discerning Intentions; Language Processing Writ Large; Action Parallels to Language Processing; Emergence of Skill at Discerning Intentions in Dynamic Action? | |
| 500 | |a Epigenetic Mechanisms for Intentional Understanding? | ||
| 520 | |a For young children, two of the most important tasks they face are learning how to communicate and learning how to think about themselves and the social world around them. The premise of this book is that these two tasks are inherently linked. The communicative routines and language that children learn enable new modes of cognition, which in turn allow for more complex social interactions. The model of early child development that emerges is one in which equal importance is given to the socio-cultural context in which children are developing, and to the role played by children in actively const. | ||
| 588 | 0 | |a Print version record. | |
| 590 | |a ProQuest Ebook Central |b Ebook Central Academic Complete | ||
| 650 | 0 | |a Child psychology |v Congresses. | |
| 650 | 0 | |a Cognition in children |v Congresses. | |
| 650 | 0 | |a Social perception in children |v Congresses. | |
| 650 | 0 | |a Children |x Language |v Congresses. | |
| 650 | 0 | |a Philosophy of mind in children |v Congresses. | |
| 650 | 6 | |a Enfants |x Psychologie |v Congrès. | |
| 650 | 6 | |a Cognition chez l'enfant |v Congrès. | |
| 650 | 6 | |a Perception sociale chez l'enfant |v Congrès. | |
| 650 | 6 | |a Théorie de l'esprit chez l'enfant |v Congrès. | |
| 650 | 7 | |a Child psychology |2 fast | |
| 650 | 7 | |a Children |x Language |2 fast | |
| 650 | 7 | |a Cognition in children |2 fast | |
| 650 | 7 | |a Philosophy of mind in children |2 fast | |
| 650 | 7 | |a Social perception in children |2 fast | |
| 655 | 7 | |a Conference papers and proceedings |2 fast | |
| 700 | 1 | |a Tamis-LeMonda, Catherine S. | |
| 758 | |i has work: |a The development of social cognition and communication (Text) |1 https://id.oclc.org/worldcat/entity/E39PCFMFGTJKwKD9VRGF63MDxC |4 https://id.oclc.org/worldcat/ontology/hasWork | ||
| 776 | 0 | 8 | |i Print version: |a Homer, Bruce D. |t Development of Social Cognition and Communication. |d Hoboken : Taylor and Francis, ©2013 |z 9780805843224 |
| 856 | 4 | 0 | |u https://ebookcentral.uam.elogim.com/lib/uam-ebooks/detail.action?docID=1574889 |z Texto completo |
| 938 | |a EBL - Ebook Library |b EBLB |n EBL1574889 | ||
| 994 | |a 92 |b IZTAP | ||