Childrens Logical and Mathematical Cognition: Progress in Cognitive Development Research.

Brainerd, C.J.:

ISBN 10: 0387906355 / ISBN 13: 9780387906355

Published by Springer Verlag, 1982

About this Item

233 Seiten Der Erhaltungszustand des hier angebotenen Werks ist trotz seiner Bibliotheksnutzung sehr sauber. Es befindet sich neben dem Rückenschild lediglich ein Bibliotheksstempel im Buch; ordnungsgemäß entwidmet. Leichte altersbedingte Anbräunung des Papiers. In ENGLISCHER Sprache. Sprache: Englisch Gewicht in Gramm: 505.

Seller Inventory # 1820101

Bibliographic Details

• Title: Childrens Logical and Mathematical Cognition: Progress in Cognitive Development Research.
• Publisher: Springer Verlag
• Publication Date: 1982
• Language: English
• ISBN 10: 0387906355
• ISBN 13: 9780387906355
• Binding: gebundene Ausgabe
• Edition: Auflage: 1.
• Condition: Gut
• Weight: 505 grams
• Seller catalogs:
  • 603 Pädagogik

About this title

Synopsis

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 developmen­ tal journals that could be considered cognitive, 50% seems like a conservative estimate. Hence, a series of scholarly books to be 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 will be a serial publication of the "advances" type, carrying the subtitle Progress in Cognitive Development Research. Each volume in the Progress sequence will be strongly thematic, in that it will be limited to some well-defined domain of cognitive-developmental research (e. g. , logical and mathematical de­ velopment, semantic development). All Progress volumes will be edited collec­ tions. 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 will be 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.