Saturday, August 11, 2007

Handbook of Child Psychology, Vol. 2: Cognition, Perception, and Language, 6th Edition (Volume 2) [Hardcover]

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ISBN : 9780471272892
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Part of the authoritative four-volume reference that spans the entire field of child development and has set the standard against which all other scholarly references are compared. Updated and revised to reflect the new developments in the field, the Handbook of Child Psychology, Sixth Edition contains new chapters on such topics as spirituality, social understanding, and non-verbal communication.

Volume 2: Cognition, Perception, and Language, edited by Deanna Kuhn, Columbia University, and Robert S. Siegler, Carnegie Mellon University, covers mechanisms of cognitive and perceptual development in language acquisition. It includes new chapters devoted to neural bases of cognition, motor development, grammar and langauge rules, information processing, and problem solving skills.

  • Hardcover: 1072 pages
  • Publisher: Wiley; 6th edition (March 31, 2006)
  • Language: English
  • ISBN-10: 0471272892
  • ISBN-13: 978-0471272892
  • Product Dimensions: 8.9 x 11.1 inches
  • Shipping Weight: 5.3 pounds (View shipping rates and policies)

Handbook of Child Psychology, Vol. 2: Cognition, Perception, and Language, 6th Edition

SECTION ONE: FOUNDATIONS.


1. Neural Bases of Cognitive Development (Charles A. Nelson, Kathleen M. Thomas and Michelle de Haan).


2. The Infant's Auditory World: Hearing, Speech, and the Beginnings of Language (Jenny R. Saffran, Janet F. Werker and Lynne A. Werner).


3. Infant Visual Perception (Philip J. Kellman and Martha E. Arterberry).


4. Motor Development (Karen E. Adolph and& Sarah E. Berger).


5. Infant Cognition (Leslie B. Cohen and Cara H. Cashon).

SECTION TWO: COGNITION AND COMMUNICATION


6. Acquiring Linguistic Constructions (Michael Tomasello).


7. Early Word Learning (Sandra R. Waxman and Jeffrey L. Lidz).


8. Nonverbal Communication: The Hand's Role in Talking and Thinking (Susan Goldin-Meadow).

SECTION THREE: COGNITIVE PROCESSES.


9. Event Memory (Patricia J. Bauer).


10. Information Processing Approaches to Development (Yuko Munakata).


11. Microgenetic Analysis of Learning (Robert S. Siegler).


12. Cognitive Strategies Michael Pressley and Katherine Hilden).


13. Reasoning and Problem Solving (Graeme S. Halford and Glenda Andrews).


14. Cognitive Science and Cognitive Development (Frank Keil).


15. Culture and Cognitive Development in Phylogenetic, Historical, and Ontogenetic Perspective (Michael Cole).

SECTION FOUR: CONCEPTUAL UNDERSTANDING AND ACHIEVMENTS.


16. Conceptual Development (Susan A. Gelman and Charles W. Kalish).


17. Development of Spatial Cognition (Nora S. Newcombe and Janellen Huttenlocher).


18. Development of Mathematical Understanding (David C. Geary).


19. Social Cognition (Paul L. Harris).


20. Development in the Arts: Drawing and Music (Ellen Winner).


21. Extraordinary Achievements: A Developmental and Systems Analysis (Seana Moran and Howard Gardner).

SECTION FIVE: THE PERSPECTIVE BEYOND CHILDHOOD.


22. The Second Decade: What Develops (and how) (Deanna Kuhn and Sam Franklin).


Author Index.


Subject Index.

thank you for the prompt service in receiving the book. The book gives very good insight. I was especially interested in the motor development section. I was looking for research and comments that would set the stage for the importance of movement on fostering cognition. The order of movement from primitive reflexes-involuntary to posture reflexes--as higher centers of the brain begin to grow during this stage of exposure and environment to the integration of reflexes until total independent movement takes over makes the reflexes more automatic thus freeing up higher centers available for the times where cognition begins to take place. The book lacks investigation in times when this delicate balance of order from involuntary to voluntary control as an important pecking order in order for the insurance of higher levels of movement and cognition can take place. The book did not address when some of these steps are missed or never developed and the consequences on learning that would effect.
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