Cognitive Learning and Memory in Children: Progress in Cognitive Development Research (Springer Series in Cognitive Development)

Pressley, M. [Editor]; Brainerd, C.J. [Editor];

ISBN 10: 0387960767 / ISBN 13: 9780387960760

Published by Springer, 1985

About this Item

1985 Springer. First Printing (by number line) pages are all clean tight and bright, no marks. There is a small butterfly stamped on the inside of the front and back covers. Brown cloth hardcover is clean bright and strong.

Seller Inventory # SKU1035634

Bibliographic Details

• Title: Cognitive Learning and Memory in Children: Progress in Cognitive Development Research (Springer Series in Cognitive Development)
• Publisher: Springer
• Publication Date: 1985
• Language: English
• ISBN 10: 0387960767
• ISBN 13: 9780387960760
• Binding: hardcover
• Condition: Very Good
• Weight: 19 ounces

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