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E-grāmata: Children's Logical and Mathematical Cognition: Progress in Cognitive Development Research

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Children's Logical and Mathematical Cognition: Progress in Cognitive Development ResearchPalielināt
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For some time now, the study of cognitive development has been far and away the most active discipline within developmental psychology. Although there would be much disagreement as to the exact proportion of papers published in developmen­ tal journals that could be considered cognitive, 50% seems like a conservative estimate. Hence, a series of scholarly books to be devoted to work in cognitive development is especially appropriate at this time. The Springer Series in Cognitive Development contains two basic types of books, namely, edited collections of original chapters by several authors, and original volumes written by one author or a small group of authors. The flagship for the Springer Series will be a serial publication of the "advances" type, carrying the subtitle Progress in Cognitive Development Research. Each volume in the Progress sequence will be strongly thematic, in that it will be limited to some well-defined domain of cognitive-developmental research (e. g. , logical and mathematical de­ velopment, semantic development). All Progress volumes will be edited collec­ tions. Editors of such collections, upon consultation with the Series Editor, may elect to have their books published either as contributions to the Progress sequence or as separate volumes. All books written by one author or a small group of authors will be published as separate volumes within the series. A fairly broad definition of cognitive development is being used in the selection of books for this series.

Papildus informācija

Springer Book Archives
1 ConservationNonconservation: Alternative Explanations.- Conservation
and the Appreciation of an Identity Rule.- Operational and Nonoperational
Conservation.- Nonconservation and the Overreliance on Perceptual Cues.-
Pseudononconservation.- Nonoperational Conservation.- Conclusions.- Future
Research: The Development of the Identity Rule.- Reference Notes.-
References.- 2 The Acquisition and Elaboration of the Number Word Sequence.-
Acquisition of the Sequence.- Elaboration of the Sequence.- Conclusion.-
Reference Notes.- References.- 3 Childrens Concepts of Chance and
Probability.- Piagetian Theory.- Subsequent Studies.- Theoretical
Implications.- References.- 4 The Development of Quantity Concepts:
Perceptual and Linguistic Factors.- Linguistic Factors and the Development of
Quantity Concepts.- A Taxonomy of Quantity Concepts.- The Relationship
between Language and Thought in the Child.- Study 1: Concept versus
Language.- Study 2: Does Language Training Facilitate Concept Acquisition?.-
Study 3: Visual versus Verbal Functions.- Study 4: Training of Cognitive and
Language Abilities.- Study 5: Cognitive Development of Children with Impaired
Language Development.- Study 6: The Abstraction of the Concept of Number.-
Conclusion.- Reference Notes.- References.- 5 Culture and the Development of
Numerical Cognition: Studies among the Oksapmin of Papua New Guinea.-
Methodology and Cross-Cultural Number Research.- The Oksapmin Community.-
Studies on Numerical Cognition among the Oksapmin.- Concluding Remarks.-
Reference Notes.- References.- 6 Childrens Concept Learning as Rule-Sampling
Systems with Markovian Properties.- Concept Learning as Rule Sampling.- Some
Questions about Concept Learning.- Some Experimental Evidence.- Remark.-
References.
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