Published by Springer, 2011
ISBN 10: 1461422477 ISBN 13: 9781461422471
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Published by Springer, 2011
ISBN 10: 1461422477 ISBN 13: 9781461422471
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Published by Springer, 2011
ISBN 10: 1461422477 ISBN 13: 9781461422471
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Published by Springer Verlag, 2011
ISBN 10: 1461422477 ISBN 13: 9781461422471
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Published by Springer, 2011
ISBN 10: 1461422477 ISBN 13: 9781461422471
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Published by Springer 2011-11, 2011
ISBN 10: 1461422477 ISBN 13: 9781461422471
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Published by Springer, 2011
ISBN 10: 1461422477 ISBN 13: 9781461422471
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Published by Springer New York Nov 2011, 2011
ISBN 10: 1461422477 ISBN 13: 9781461422471
Seller: BuchWeltWeit Ludwig Meier e.K., Bergisch Gladbach, Germany
Taschenbuch. Condition: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -During the past 25 years, a great deal of research and theory has addressed the development of young children's understanding of mental states such as knowledge, beliefs, desires, intentions, and emotions. Although developments in children's understanding of the mind subsequent to early childhood has received less attention, in recent years a growing body of research has emerged examining understanding of psychological functioning during middle and late childhood. Combined with the literature on adolescent epistemological development, this research provides a broader picture of age-related changes in children's understanding of the mind.Guided by the goals of describing developmental changes in children's concepts of cognitive functioning and identifying sources of information that contribute to learning about cognition, Children's Discovery of the Active Mind organizes empirical literature concerning the development of children's knowledge of cognitive activities from early childhood to adolescence and presents a conceptual framework that integrates children's introspective activities with social influences on development. Bringing together theoretical and empirical work from developmental, cognitive, and social psychology, the author argues that rather than depending upon a single source of information, developmental progress is driven by combinations of children's conceptual knowledge of mental functioning, children's phenomenological awareness of their own cognitive activities, and children's social experience. 112 pp. Englisch.
Published by Springer New York, 2011
ISBN 10: 1461422477 ISBN 13: 9781461422471
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Condition: Sehr gut. Zustand: Sehr gut | Seiten: 112 | Sprache: Englisch | Produktart: Bücher.
Published by Springer New York, 2011
ISBN 10: 1461422477 ISBN 13: 9781461422471
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Taschenbuch. Condition: Neu. Druck auf Anfrage Neuware - Printed after ordering - During the past 25 years, a great deal of research and theory has addressed the development of young children's understanding of mental states such as knowledge, beliefs, desires, intentions, and emotions. Although developments in children's understanding of the mind subsequent to early childhood has received less attention, in recent years a growing body of research has emerged examining understanding of psychological functioning during middle and late childhood. Combined with the literature on adolescent epistemological development, this research provides a broader picture of age-related changes in children's understanding of the mind.Guided by the goals of describing developmental changes in children's concepts of cognitive functioning and identifying sources of information that contribute to learning about cognition, Children's Discovery of the Active Mind organizes empirical literature concerning the development of children's knowledge of cognitive activities from early childhood to adolescence and presents a conceptual framework that integrates children's introspective activities with social influences on development. Bringing together theoretical and empirical work from developmental, cognitive, and social psychology, the author argues that rather than depending upon a single source of information, developmental progress is driven by combinations of children's conceptual knowledge of mental functioning, children's phenomenological awareness of their own cognitive activities, and children's social experience.
Published by Springer New York, 2011
ISBN 10: 1461422477 ISBN 13: 9781461422471
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Published by Springer, 2011
ISBN 10: 1461422477 ISBN 13: 9781461422471
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Published by Springer, 2011
ISBN 10: 1461422477 ISBN 13: 9781461422471
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Published by Springer, 2011
ISBN 10: 1461422477 ISBN 13: 9781461422471
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