Handbook of Child Psychology, Cognitive Development |
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Page 120
... theories and reorganized the problem space so that a single unifying theory predominated . Now , the children paused before balancing any block and roughly assessed the point of balance . Verbal re- sponses reflected their consideration ...
... theories and reorganized the problem space so that a single unifying theory predominated . Now , the children paused before balancing any block and roughly assessed the point of balance . Verbal re- sponses reflected their consideration ...
Page 344
... theory of in- telligence and its development . The subject's own beliefs about intelligent behavior are irrelevant to an explicit theory of intelligence , except insofar as they color people's performance on reasoning , problem- solving ...
... theory of in- telligence and its development . The subject's own beliefs about intelligent behavior are irrelevant to an explicit theory of intelligence , except insofar as they color people's performance on reasoning , problem- solving ...
Page 368
... theory of intellectual development . In explaining such data , Piagetians point to the existence of transi- tional stages and of horizontal décalage , in which a cognitive structure is exhibited first in content areas most familiar to ...
... theory of intellectual development . In explaining such data , Piagetians point to the existence of transi- tional stages and of horizontal décalage , in which a cognitive structure is exhibited first in content areas most familiar to ...
Contents
LEARNING REMEMBERING AND | 2 |
EXPLORING AND ATTENDING | 4 |
Two Views of Event Perception | 14 |
Copyright | |
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ability Academic Press action activities adults behavior Brown categorical syllogisms changes chil Child Development chology cognitive development Cognitive Psychology components comprehension concepts conservation context devel Developmental Psychology dishabituated dren effects encoding Erlbaum evidence example experiment Experimental Child Psychology exploration factors Flavell function Gelman haptic Hillsdale imagery infants inferences information processing Inhelder intel intelligence J. J. Gibson jects Journal of Experimental kinds knowledge learners learning logical Mandler Markman memory ment mental mental Psychology metacognition metamemory Modus Ponens Modus Tollens object pattern perceive perception performance Piaget Piagetian predicate logic premisses preschool presented problem procedure question reasoning recall relations representation response schemas semantic sentences sequence seriation Siegler solving spatial specific Sternberg story strategies structure subjects suggest task theory tion tive Trabasso truth table understanding verbal visual York young children