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Description du livre Soft Cover. Etat : new. N° de réf. du vendeur 9781461422471
Description du livre Etat : New. N° de réf. du vendeur ABLIING23Mar2716030035556
Description du livre Etat : New. N° de réf. du vendeur 14215267-n
Description du livre Etat : New. PRINT ON DEMAND Book; New; Fast Shipping from the UK. No. book. N° de réf. du vendeur ria9781461422471_lsuk
Description du livre Paperback. Etat : Brand New. 85 pages. 9.25x6.25x0.25 inches. In Stock. N° de réf. du vendeur x-1461422477
Description du livre PF. Etat : New. N° de réf. du vendeur 6666-IUK-9781461422471
Description du livre Etat : New. N° de réf. du vendeur 14215267-n
Description du livre Taschenbuch. Etat : 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. N° de réf. du vendeur 9781461422471
Description du livre Etat : New. Surveying the empirical literature on the development of children's knowledge of cognitive activities from early childhood to adolescence, this title deploys a conceptual framework integrating children's introspection with social influences on development. Series: SpringerBriefs in Psychology / SpringerBriefs in Child Development. Num Pages: 110 pages, 1 black & white illustrations, biography. BIC Classification: JMC; JMR; JMS; JNC. Category: (P) Professional & Vocational. Dimension: 234 x 156 x 5. Weight in Grams: 170. . 2011. Paperback. . . . . N° de réf. du vendeur V9781461422471
Description du livre Taschenbuch. Etat : 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. N° de réf. du vendeur 9781461422471