Handbook of Child Psychology, Cognitive Development |
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Page 91
... importance , but they did assign their lowest scores to the least important and highest scores to the most important elements . The 3rd graders made no reliable distinction between levels of importance in their ratings and even 5th ...
... importance , but they did assign their lowest scores to the least important and highest scores to the most important elements . The 3rd graders made no reliable distinction between levels of importance in their ratings and even 5th ...
Page 358
... important factors were verbal knowledge , complex spatial relations , and vocabulary . The factor of memory for forms , important in the immediately preceding period , had dropped out . Thus , we see a general tendency for the more ...
... important factors were verbal knowledge , complex spatial relations , and vocabulary . The factor of memory for forms , important in the immediately preceding period , had dropped out . Thus , we see a general tendency for the more ...
Page 767
... important work has usually been done in at- tempts to gather evidence for the proof or disproof of major theories ( Crombie & Hoskin , 1970 ) . Howev- er , what are clearly important findings are often not easily accommodated within ...
... important work has usually been done in at- tempts to gather evidence for the proof or disproof of major theories ( Crombie & Hoskin , 1970 ) . Howev- er , what are clearly important findings are often not easily accommodated within ...
Contents
CHAPTER CONTENTS | 2 |
THE DEVELOPMENT OF PERCEPTION | 3 |
AuditoryHaptic Exploration | 9 |
Copyright | |
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ability actions activities adults affordances array behavior Brown chil Child Development Child Psychology Cognitive Psychology components comprehension concepts conservation devel developmental Developmental Psychology differentiation dishabituated dren Erlbaum evidence example experiment Experimental Child Psychology exploration factors fants Flavell function Gelman haptic Hillsdale inference information processing Inhelder intel intelligence interpretation invariant J. J. Gibson jects Journal of Experimental kinds knowledge layout learners learning logical Markman memory ment mental mental Psychology metacognition metamemory Modus Ponens Modus Tollens move object pattern perceive perception performance Piaget Piagetian picture predicate logic premisses preschool presented Press problem procedure properties reasoning relations representation response schemas sentences sequence seriation Siegler solving spatial specific Sternberg stimulus strategies structure studies subjects suggest surfaces task theory tion tive truth table understanding verbal visual York young children young infants