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E-grāmata: Cognitive Learning and Memory in Children: Progress in Cognitive Development Research

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Cognitive Learning and Memory in Children: 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 developmental journals that could be considered cognitive, 50% seems like a conservative estimate. Hence, a series of scholarly books 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 is a serial pUblication of the" advances" type, carrying the subtitle Progress in Cognitive Development Research. Each volume in the Progress sequence is strongly thematic, in that it is limited to some well-defined domain of cognitive-developmental research (e. g. , logical and mathematical development, development of learning). All Progress volumes will be edited collections. 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 are being 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 Childrens Use of Cognitive Strategies, How to Teach Strategies, and
What to Do If They Cant Be Taught.- Definition of Strategies.- Three Areas
of Strategy Application.- The Components of Proficient Strategy Use.-
Strategy Instructional Research.- Research on Strategy Shifts, Specific
Strategy Knowledge, and Monitoring.- What to Do for Learners Who Cannot Be
Taught Efficient Strategy Use.- Concluding Comments.- References.- 2 Memory
in Very Young Children.- The Problem of Methodology.- The Issue of
Retention.- The Kinds of Information to Be Remembered.- Some Lingering
Concerns.- References.- 3 Social Contexts and Functions of Childrens
Remembering.- Prevailing Accounts of Memory Development.- The Nature of
Strategies for Remembering.- Social Contexts of Memory Development.-
Interpersonal Guidance in Remembering.- Cultural Practices.- Cognitive
Consequences of Everyday Remembering.- Conclusions.- Toward a Theory of
Functional Remembering.- References.- 4 Memory Development in Cultural
Context.- Research Treating Memory and Culture as Separate Variables.-
Research Integrating Memory Tasks in Cultural Context.- Theoretical
Perspectives on the Sociocultural Context of Remembering.- Summary.-
References.- 5 Figure and Fantasy in Childrens Language.- Background.-
Measures and Materials.- Interpretation: Many Competencies.- Method.- Results
and Discussion.- References.- 6 Studying Student Cognition During Classroom
Learning.- Classroom Settings.- Method and Methodology.- Conclusion.-
References.- 7 Some Methodological and Statistical Bugs in Research on
Childrens Learning.- Bugs Associated with Developmental Comparisons.- Other
Bugs in Research on Childrens Learning.- A Final Bug and Victual.-
References.- Author Index.
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