Handbook of Child Psychology, Cognitive Development |
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Page 182
... principle ) and , when asked how many items are present , will repeat the last tag in her list ( the cardinal principle ) . The fact that young children settle on their own lists sug- gests that the counting principles are guiding the ...
... principle ) and , when asked how many items are present , will repeat the last tag in her list ( the cardinal principle ) . The fact that young children settle on their own lists sug- gests that the counting principles are guiding the ...
Page 185
... principle . In considering the foregoing , it is essential to recognize the distinction between implicit and ex- plicit understanding of principles . This distinction is well known in psycholinguistics . Young children are granted ...
... principle . In considering the foregoing , it is essential to recognize the distinction between implicit and ex- plicit understanding of principles . This distinction is well known in psycholinguistics . Young children are granted ...
Page 394
... principle involves rec- ognition of a special property of the last tag used , namely , that this tag represents the cardinality of the array of objects . 4. The abstraction principle . The preceding principles can be applied to any ...
... principle involves rec- ognition of a special property of the last tag used , namely , that this tag represents the cardinality of the array of objects . 4. The abstraction principle . The preceding principles can be applied to any ...
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