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Cognitive development of children and youth : a longitudinal study /
Cognitive Development of Children and Youth.
| Clasificación: | Libro Electrónico |
|---|---|
| Autores principales: | , |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
New York :
Academic Press,
1978.
|
| Colección: | Educational psychology.
|
| Temas: | |
| Acceso en línea: | Texto completo |
Tabla de Contenidos:
- Front Cover; Cognitive Development of Children and Youth; Copyright Page ; Table of Contents; Preface; Acknowledgments; Chapter 1. Introduction; CONCEPTS AND THE COGNITIVE STRUCTURE; MENTAL OPERATIONS IN CONCEPT LEARNING; CONCEPT UTILIZATION; WORDS FOR CONCEPTS AND THEIR DEFINING ATTRIBUTES; PLAN OF THIS BOOK; FOR FURTHER STUDY; Chapter 2. Methods of Studying Cognitive Development; METHODS OF STUDYING COGNITIVE LEARNING AND DEVELOPMENT; OBJECTIVES OF THE PRESENT STUDY AND DEVELOPMENT OF CONCEPT ASSESSMENT BATTERIES; DESIGN AND METHODS OF THE PRESENT COMBINED LONGITUDINAL-CROSS-SECTIONAL STUDY
- RESULTS PERTAINING TO COMPARISONS BETWEEN CONTROL GROUPS AND LONGITUDINAL BLOCKSFOR FURTHER STUDY; Chapter 3. Mental Operations and Levels of Concept Attainment; ATTENDING AND DISCRIMINATING; GENERALIZING; INDUCTIVE OPERATIONS AT THE FORMAL LEVEL; OPERATIONS INVOLVING MEANINGFUL RECEPTION LEARNING AT THE FORMAL LEVEL; FOR FURTHER STUDY; Chapter 4. Memory and Levels of Concept Attainment; THE MEMORY SYSTEM; MEMORY AND CONCEPT ATTAINMENT LEVELS; CONDITIONS OF LEARNING AND MEMORY REQUIREMENTS; FOR FURTHER STUDY; Chapter 5. Language and Concept Attainment; THE LINGUISTIC-RELATIVITY HYPOTHESIS
- CULTURE, CONCEPTS, AND LANGUAGEWORDS, WORD MEANINGS, AND CONCEPTS; FACILITATIVE EFFECTS OF LANGUAGE AND CONCEPT ATTAINMENT; DEVELOPMENTAL TRENDS IN ACQUIRING CONCEPT DEFINITIONS AND NAMES OF CONCEPTS AND DEFINING ATTRIBUTES; FOR FURTHER STUDY; Chapter 6. The Invariant Sequence in Attaining Four Successive Levels of Concepts: Longitudinal-Cross-sectional Results; INVARIANT SEQUENCING; CROSS-SECTIONAL RESULTS; LONGITUDINAL AND COMBINED LONGITUDINAL-CROSS-SECTIONAL RESULTS; DISCUSSION; FOR FURTHER STUDY
- Chapter 7. Rate and Form of Cognitive Development across the School Years: Longitudinal -Cross-sectional ResultsDEVELOPMENTAL NORMS RELATED TO ATTAINING THE LEVELS OF EACH CONCEPT; DEVELOPMENTAL NORMS RELATED TO UNDERSTANDING PRINCIPLES, UNDERSTANDING TAXONOMIC RELATIONS, AND PROBLEM SOLVING; DEVELOPMENT RELATED TO ATTAINING THE CLASSIFICATORY AND FORMAL LEVELS COMBINED AND THE THREE USES OF THE CONCEPTS COMBINED; DIFFERENCE AMONG CONCEPTS IN TERMS OF THE AGE AT WHICH STUDENTS ATTAIN THE CLASSIFICATORY LEVEL AND THE FORMAL LEVEL
- RELATIONSHIP BETWEEN MASTERY OF EACH CONCEPT LEVEL AND MASTERY OF THE RELATED PRINCIPLES, TAXONOMIC RELATIONS, AND PROBLEM SOLVINGDISCUSSION; FOR FURTHER STUDY; Chapter 8. Interindividual and Intraindividual Differences in Cognitive Development: Longitudinal-Cross-sectional Results; INTERINDIVIDUAL DIFFERENCES IN FULL ATTAINMENT OF THE CONCEPT LEVELS AND IN MASTERY OF THE USES WITHIN AND ACROSS GRADES; INTRAINDIVIDUAL DIFFERENCES IN PATTERNS OF ATTAINING THE CONCEPT LEVELS AND USES; DIFFERENCES IN INDIVIDUALS' RATES OF COGNITIVE DEVELOPMENT