• Piaget's Legacy - Heirs to the House That Jean Built, E.K. Scholnick.
• Part 1 How Should We Represent the Workings and Contents of the Mind?, R. Case-- Conceptual Development inthe Child and the Field - a Personal View of the Piagetian Legacy: A New Foundation for Cognitive Development in Infancy - the Birth of the Representational Infant, A.N. Meltzoff and M.K. Moore-- A Reconsideration of Concepts - On the Compatibility of Psychological Essentialism and Context-Sensitivity, S.A. Gelman and G. Diesendruck-- Explanatory Understanding in Conceptual Development, F.C. Keil and K.L. Lockhart-- The Conceptual Habitat - In What Kind of System Can Concepts Develop?, D. Klahr.
• Part 2 How Does the Child Construct a Mental Model During the Course of Development? What is the Developmental Origin of This Model?: A Systemic Interpretation of Piaget's Theory of Knowledge, R. Garcia-- Locating Development, Locating Developmental Systems, S. Oyama-- Developmental Change - Lessons from Microgenesis, P.H. Miller and T.R. Coyle.
• Part 3 What Accounts for the Novelties Which are the Products and Producers of Developmental Change?: The Origin of Piaget's Ideas About Genesis and Development, J. Voneche-- Sources of Concepts - a Cultural-Developmental Perspective, G.B. Saxe-- Levels and Modes of Representation - Issues for the Theory of Conceptual Change and Development, K. Nelson-- Sources of Conceptual Change, S. Carey.
• (source: Nielsen Book Data)

This work examines a key issue in current cognitive theories - the nature of representation. Each chapter is characterized by attempts to frame topics in cognitive development within the landscape of current developmental theorizing and the past legacy of genetic epistemology. The chapters address four questions that are fundamental to any developmental line of inquiry: how should we represent the workings and contents of the mind? How does the child construct mental models during the course of development? What are the origins of these models? And what accounts for the novelties that are the products and producers of developmental change? These questions are situated in a historical context, Piagetian theory, and contemporary researchers attempt to trace how they draw upon, depart from and transform the Piagetian legacy to revisit classic issues such as the child's awareness of the workings of mental life, the child's ability to represent the world, and the child's growing ability to process and learn from experience. The theoretical perspectives covered include constructivism, connectionism, theory-theory, information processing, dynamical systems, and social constructivist approaches. The research areas span imitation, mathematical reasoning, biological knowledge, language development, and theory of mind. Written by major contributors to the field, this work should be of interest to students and researchers wanting a brief but in-depth overview of the contemporary field of cognitive development.
(source: Nielsen Book Data)

• v. 1. Jean Piaget: Appreciation and Piaget's major works - the theory of cognitive development sensorimotor intelligence.--
• 2. Experimental validation of conservation: the child's conception of space.--
• v. 3. The growth of logic-concrete and formal operations.--
• v. 4. School curriculum test development.--
• v. 5. Personality, socialization and emotionality reasoning among handicapped children.--
• v. 6. The cognitive-developmental approach to morality.--
• v. 7. Training techniques.--
• v. 8. Cross-cultural studies.

Details tests demonstrating the early growth of logic in the child and the emergence of formal operational thought.
(source: Nielsen Book Data)

• Foreword by Jean Piaget. Introduction: Cognitive Development and Learning Theory.
• 1 Concepts of Conservation of Continuous Quantities: From Observation to Inference
• 2 From One-to-One Correspondence to the Conservation of Physical Quantities
• 3 From Numerical Equality to the Conservation of Matter
• 4 Verbal Training Procedure for Conservation of Continuous Quantities
• 5 Cross-Cultural Study of Conservation Concepts: Continuous Quantities and Length
• 6 From Elementary Number Conservation to the Conservation of Length
• 7 Class Inclusion Training and Its Influence on Conservation
• 8 Conservation Learning and Its Influence on Class Inclusion. Conclusions. Appendix. Bibliography. Index.
• (source: Nielsen Book Data)

How do children learn and how are new modes of thought developed? These questions have for years been of paramount interest to psychologists and others concerned with the cognitive development of the child. In this major work, originally published in 1974 and reporting on over ten years' research of the Geneva School, the authors carried the pioneering investigations of Jean Piaget to a new and remarkable level. As Piaget said in his foreword to the book: 'The novelty of the findings, the clarity of the theoretical interpretation, and the sometimes even excessive caution of the conclusions enable the reader to separate clearly the experimental results from the authors' theoretical tenets.' The authors' learning experiments with children were designed to examine the processes that lead to the acquisition of certain key concepts, such as conservation of matter and length. Detailed study of the progress of each individual subject revealed a number of features characteristic of situations that create conflicts in the child's mind and certain regularities in the way these conflicts are resolved. Such data threw new light on the dynamics of the development of cognitive structures as well as on basic mechanisms of learning at the time.
(source: Nielsen Book Data)

• Acknowledgements x List of Contributors xi Introduction 1 Part I Infancy: The Origins of Cognitive Development 5
• 1 How Do Infants Reason About Physical Events? 11 Renee Baillargeon, Jie Li, Yael Gertner, and Di Wu
• 2 Social Cognition and the Origins of Imitation, Empathy, and Theory of Mind 49 Andrew N. Meltzoff
• 3 Kinds of Agents: The Origins of Understanding Instrumental and Communicative Agency 76 Gyorgy Gergely
• 4 Social Cognition and Social Motivations in Infancy 106 Malinda Carpenter
• 5 Born to Categorize 129 Paul C. Quinn
• 6 Early Memory Development 153 Patricia J. Bauer, Marina Larkina, and Joanne Deocampo
• 7 Early Word-Learning and Conceptual Development: Everything Had a Name, and Each Name Gave Birth to a New Thought 180 Sandra R. Waxman and Erin M. Leddon Part II Cognitive Development in Early Childhood 209
• 8 Development of the Animate Inanimate Distinction 213 John E. Opfer and Susan A. Gelman
• 9 Language Development 239 Michael Tomasello
• 10 Developing a Theory of Mind 258 Henry M. Wellman
• 11 Pretend Play and Cognitive Development 285 Angeline Lillard, Ashley M. Pinkham, and Eric Smith
• 12 Early Development of the Understanding and Use of Symbolic Artifacts 312 Judy S. DeLoache Part III Topics in Cognitive Development in Childhood 337
• 13 Memory Development in Childhood 347 Wolfgang Schneider
• 14 Causal Reasoning and Explanation 377 Barbara Koslowski and Amy Masnick
• 15 Inductive and Deductive Reasoning 399 Usha Goswami
• 16 The Development of Moral Reasoning 420 Larry P. Nucci and Matthew Gingo
• 17 Spatial Development: Evolving Approaches to Enduring Questions 446 Lynn S. Liben and Adam E. Christensen
• 18 Children's Intuitive Physics 473 Friedrich Wilkening and Trix Cacchione
• 19 What is Scientific Thinking and How Does it Develop? 497 Deanna Kuhn
• 20 Reading Development and Dyslexia 524 Margaret J. Snowling and Silke M. Gobel
• 21 Children's Understanding of Mathematics 549 Peter Bryant and Terezinha Nunes
• 22 Executive Function in Typical and Atypical Development 574 Philip David Zelazo and Ulrich Muller
• 23 Language and Cognition: Evidence from Disordered Language 604 Barbara Dodd and Sharon Crosbie
• 24 The Empathizing-Systematizing (E-S) Theory of Autism: A Cognitive Developmental Account 626 Simon Baron-Cohen Part IV Theories of Cognitive Development 641
• 25 Piaget's Theory: Past, Present, and Future 649 Patricia H. Miller
• 26 Vygotsky and Psychology 673 Harry Daniels
• 27 Information-Processing Models of Cognitive Development 697 Graeme S. Halford and Glenda Andrews
• 28 Neuroconstructivism 723 Gert Westermann, Michael S. C. Thomas, and Annette Karmiloff-Smith
• 29 Individual Differences in Cognitive Development 749 Robert J. Sternberg Index 775.
• (source: Nielsen Book Data)

This definitive volume is the result of collaboration by top scholars in the field of children's cognition. * New edition offers an up-to-date overview of all the major areas of importance in the field, and includes new data from cognitive neuroscience and new chapters on social cognitive development and language * Provides state-of-the-art summaries of current research by international specialists in different areas of cognitive development * Spans aspects of cognitive development from infancy to the onset of adolescence * Includes chapters on symbolic reasoning, pretend play, spatial development, abnormal cognitive development and current theoretical perspectives.
(source: Nielsen Book Data)

Until recently educators were expected to provide all the knowledge students would need to ensure their future. However, the Internet has altered conditions of learning in ways that motivate students to be more self-directed and less dependent on direct instruction. Neuroscience discoveries about brain functioning also urge schools to adopt thinking as an aspect of core curriculum. Students who acquire thinking skills needed to locate information, process and organise data, generate creative and practical ideas, communicate with all age groups, and collaborate can adapt to technology change and social evolution. Encouraging adolescents to choose some goals they pursue respects their need for autonomy. Recognising the need to amend certain goals is important so a person knows when change in personal direction is warranted. Exploring careers in a low risk setting motivates realistic aspirations and helps students to shape their future. Employer expectations for teamwork require attention. Performing well in groups including peer and self-evaluation yields productive thinking and is conducive to mental health. The intended audience for this book is college students preparing to become teachers in preschool, elementary or secondary education. The book describes ways schools and families can support higher order thinking during childhood and adolescence. Learning that occurs outside school is ignored by tests that reflect only classroom lessons. New instruments that measure thinking are needed to enable transformation of school goals and evaluation of student progress. Shifting to a dual emphasis on thinking and learning is a challenge for teachers of all grade levels.
(source: Nielsen Book Data)

• Acknowledgements x List of Contributors xi Introduction 1 Part I Infancy: The Origins of Cognitive Development 5
• 1 How Do Infants Reason About Physical Events? 11 Renee Baillargeon, Jie Li, Yael Gertner, and Di Wu
• 2 Social Cognition and the Origins of Imitation, Empathy, and Theory of Mind 49 Andrew N. Meltzoff
• 3 Kinds of Agents: The Origins of Understanding Instrumental and Communicative Agency 76 Gyorgy Gergely
• 4 Social Cognition and Social Motivations in Infancy 106 Malinda Carpenter
• 5 Born to Categorize 129 Paul C. Quinn
• 6 Early Memory Development 153 Patricia J. Bauer, Marina Larkina, and Joanne Deocampo
• 7 Early Word-Learning and Conceptual Development: Everything Had a Name, and Each Name Gave Birth to a New Thought 180 Sandra R. Waxman and Erin M. Leddon Part II Cognitive Development in Early Childhood 209
• 8 Development of the Animate Inanimate Distinction 213 John E. Opfer and Susan A. Gelman
• 9 Language Development 239 Michael Tomasello
• 10 Developing a Theory of Mind 258 Henry M. Wellman
• 11 Pretend Play and Cognitive Development 285 Angeline Lillard, Ashley M. Pinkham, and Eric Smith
• 12 Early Development of the Understanding and Use of Symbolic Artifacts 312 Judy S. DeLoache Part III Topics in Cognitive Development in Childhood 337
• 13 Memory Development in Childhood 347 Wolfgang Schneider
• 14 Causal Reasoning and Explanation 377 Barbara Koslowski and Amy Masnick
• 15 Inductive and Deductive Reasoning 399 Usha Goswami
• 16 The Development of Moral Reasoning 420 Larry P. Nucci and Matthew Gingo
• 17 Spatial Development: Evolving Approaches to Enduring Questions 446 Lynn S. Liben and Adam E. Christensen
• 18 Children's Intuitive Physics 473 Friedrich Wilkening and Trix Cacchione
• 19 What is Scientific Thinking and How Does it Develop? 497 Deanna Kuhn
• 20 Reading Development and Dyslexia 524 Margaret J. Snowling and Silke M. Gobel
• 21 Children's Understanding of Mathematics 549 Peter Bryant and Terezinha Nunes
• 22 Executive Function in Typical and Atypical Development 574 Philip David Zelazo and Ulrich Muller
• 23 Language and Cognition: Evidence from Disordered Language 604 Barbara Dodd and Sharon Crosbie
• 24 The Empathizing-Systematizing (E-S) Theory of Autism: A Cognitive Developmental Account 626 Simon Baron-Cohen Part IV Theories of Cognitive Development 641
• 25 Piaget's Theory: Past, Present, and Future 649 Patricia H. Miller
• 26 Vygotsky and Psychology 673 Harry Daniels
• 27 Information-Processing Models of Cognitive Development 697 Graeme S. Halford and Glenda Andrews
• 28 Neuroconstructivism 723 Gert Westermann, Michael S. C. Thomas, and Annette Karmiloff-Smith
• 29 Individual Differences in Cognitive Development 749 Robert J. Sternberg Index 775.
• (source: Nielsen Book Data)

This definitive volume is the result of collaboration by top scholars in the field of children's cognition. * New edition offers an up-to-date overview of all the major areas of importance in the field, and includes new data from cognitive neuroscience and new chapters on social cognitive development and language * Provides state-of-the-art summaries of current research by international specialists in different areas of cognitive development * Spans aspects of cognitive development from infancy to the onset of adolescence * Includes chapters on symbolic reasoning, pretend play, spatial development, abnormal cognitive development and current theoretical perspectives.
(source: Nielsen Book Data)

• The nonlinear dynamic theory of learning
• Brain-based teaching theory
• Finding the strange attractor
• Headfirst and on purpose
• Creating chaos and loving it.

• 1. Kids, appearance, and reality--
• 2. Language, conversation, and theory of mind--
• 3. Astronomy and geography--
• 4. Biology, food, and hygiene--
• 5. Life and death--
• 6. Number and arithmetic--
• 7. Autism and disorders of development--
• 8. Culture, communication, and what children know.
• (source: Nielsen Book Data)

Children have a spontaneous interest in the world around them - whether the workings of the earth, sun, and stars, the nature of number, time and space, or the functioning of the body. Yet what is there in children's minds that is the key to their knowledge? This book examines what children can and do know, based on extensive studies from a range of different cultures. Topics include 'theory of mind' - the knowledge that others may have beliefs that differ from one's own and from reality, astronomy and geography, food, health and hygiene, processes of life and death, number and arithmetic, as well as autism and brain research on language and attention. Since what children say and do may not really reflect the depth of their knowledge of the world around them, our goal should be to discover new methods to accurately test children's knowledge, instead of trying to understand the range of failing answers they might give on the many tests that have been devised to determine what they know. Contrary to earlier studies, it is now established that in many areas considerable knowledge is within the grasp of young children with benefits for their later development. For example, although certain number concepts - in particular, fractions, proportions, and infinity - can be difficult to grasp, children generally do not need to undergo a fundamental change in their thinking and reasoning to master these. What the author of this book proposes is that children often display a capacity for understanding that we simply overlook. Written by a renowned developmental psychologist, this book presents a fascinating exploration of children minds, and how we can better understand them. For more information and video clip, please visit: http://alacode.psico.units.it/index.html.
(source: Nielsen Book Data)

• What we see and what we miss
• A glance backward : what have we learned about children?
• Spheres of reality in childhood
• Toward a more complete understanding of children
• Why this matters, and to whom.

Decades of work in psychology labs have vastly enhanced our knowledge about how children perceive, think and reason. But it has also encouraged a distorted view of children, argues psychologist Susan Engel in this provocative and passionate book - a view that has affected every parent who has tried to debate with a six-year-old. By focusing on the thinking processes prized by adults, too many expert opinions have rendered children as little adults. What has been lost is what is truly unique and mysterious - the childlike quality of a child's mind. Engel draws on keen observations and descriptive research to take us into the nearly forgotten, untidy, phantasmagorical world of children's inner lives. She reminds us that children fuse thought and emotion, play and reality; they swing wildly between different ways of interpreting and acting in the world. But just as a gawky child may grow into a beauty, illogical and sometimes maddening childishness can foreshadow great adult ability. Engel argues that the 'scientist in a crib' view encourages parents and teachers to expect more logical reasoning and emotional self-control from children than they possess. She provides a concise and valuable overview of what modern developmental psychologists have learned about children's developing powers of perception and capacity for reasoning, but also suggests new ways of studying children that better capture the truth about their young minds.
(source: Nielsen Book Data)

• Contents: W. Schneider, R. Schumann-Hengsteler, B. Sodian, Introduction and Overview. J. Towse, N. Cowan, Working Memory and Its Relevance for Cognitive Development. C. Zoelch, K. Seitz, R. Schumann-Hengsteler, From Rag(Bag)s to Riches: Measuring the Developing Central Executive. P.D. Zelazo, L. Qu, U. Muller, Hot and Cool Aspects of Executive Function: Relations in Early Development. B. Sodian, Theory of Mind--The Case for Conceptual Development. L.J. Moses, S.M. Carlson, M.A. Sabbagh, On the Specificity of the Relation Between Executive Function and Children's Theory of Mind. D.F. Bjorklund, C.A. Cormier, J.S. Rosenberg, The Evolution of Theory of Mind: Big Brains, Social Complexity, and Inhibition. B. Sodian, C. Hulsken, The Developmental Relation of Theory of Mind and Executive Functions: A Study of Advanced Theory of Mind Abilities in Children With ADHD. W. Kain, J. Perner, What fMRI Can Tell Us About the ToM-EF Connection: False Beliefs, Working Memory, and Inhibition. M. Hasselhorn, C. Mahler, D. Grube, Theory of Mind, Working Memory, and Verbal Ability in Preschool Children: The Proposal of a Relay Race Model of the Developmental Dependencies. H. Tager-Flusberg, R.M. Joseph, Theory of Mind, Language, and Executive Functions in Autism: A Longitudinal Perspective. W. Schneider, K. Lockl, O. Fernandez, Interrelationships Among Theory of Mind, Executive Control, Language Development, and Working Memory in Young Children: A Longitudinal Analysis. K. Oberauer, Executive Functions, Working Memory, Verbal Ability, and Theory of Mind--Does It All Come Together?
• (source: Nielsen Book Data)

A critical part of early childhood development is the development of "theory of mind" (ToM), which is the ability to take the perspective of another person. The main purpose of this book is to discuss and integrate findings from prominent research areas in developmental psychology that are typically studied in isolation, but are clearly related. Two examples are whether executive functions represent a precursor of ToM or whether ToM understanding predicts the development of executive functions, and to what extent children's level of verbal ability and their working memory are important predictors of performance on both executive functioning and ToM tasks. The chapters in this book give a detailed account of the major outcomes of this research. First, the state of the art concerning current understanding of the relevant constructs (working memory, ToM, executive functioning) and their developmental changes is presented, followed by chapters that deal with interactions among the core concepts. Its main focus is on theoretically important relationships among determinants of young children's cognitive development--considered to be "hot" issues in contemporary developmental psychology. Based on presentations made at an international workshop, this book is divided into two parts. In the first part, five teams of researchers present theoretical analyses and overviews of empirical evidence regarding the core constructs of memory, executive functions, and ToM. The next part deals with the interplay among the core concepts outlined in Part I with developmental trends in the interaction.
(source: Nielsen Book Data)

• Introduction: the what, how and why of developmental change: The emergence of a new paradigm Andreas Demetriou and Athanassios Raftopoulos--
• 1. Mind, intelligence and development: a cognitive, differential and developmental theory of intelligence Andreas Demetriou--
• 2. Types of cognitive change: a dynamical, connectionist account Athanassios Raftopoulos and Constantinos P. Constantinou--
• 3. Developmental patterns in proportional reasoning Hans van der Maas, Brenda Jansen and Maartje Raijmakers--
• 4. Building general knowledge and skill: cognition and microdevelopment in science learning Marc Schwartz and Kurt W. Fischer--
• 5. Cognitive change as strategy change Joke Torbeyns, Laurence Arnaud, Patrick Lemaire and Leaven Verschaffel--
• 6. The emergence of mind in the emotional brain Mark D. Lewis--
• 7. Practices of quantification from a socio-cultural perspective Geoffrey B. Saxe--
• 8. Contributions of central conceptual structure theory to education Sharon Griffin--
• 9. Accelerating the development of general cognitive processing Philip Adey--
• 10. Dealing with change: manifestations, measurements and methods Elena Grigorenko and Paul A. O'Keefe--
• 11. Dynamic modelling of cognitive development: time, situatedness and variability Paul van Geert--
• 12. Modelling individual differences in change through latent variable growth and mixture growth modelling: basic principles and empirical examples Jan-Eric Gustafssoln-- Index.
• (source: Nielsen Book Data)

Cognitive Developmental Change makes an original contribution to the fields of developmental, cognitive and educational science by bringing together a uniquely diverse range of perspectives for analysing the dynamics of change. Connecting traditional Piagetian, information processing, and psychometric approaches with newer frameworks and tools for the assessment and analysis of developmental change it provides the reader with a cutting-edge account of the latest theory and research. The contributors, all internationally respected experts, were asked when writing to consider three main aspects of cognitive change. Its object (what changes in the mind during development), its nature (how does change occur?) and its causes (why does change occur? Or, what are the internal and external factors responsible for cognitive change?). As a result chapters cover key theories of cognitive change, the factors that affect change including neurological, emotional and socio-cultural factors and the latest methods for measuring and modelling change.
(source: Nielsen Book Data)

• Part I: Infancy: The Origins of Cognitive Development:
• 1. Imitation as a Mechanism of Social Cognition:Origins of Empathy, Theory of Mind and the Representation of Action: Andrew Meltzoff (University of Washington, Seattle)
• 2. The Development of Understanding Self and Agency: Gyorgy Gergely (Hungarian Academy of Psychology)
• 3. The Acquisition of Physical Knowledge in Infancy: A Summary in Eight Lessons: Renee Baillargeon (University of Illinois at Urbana-Champaign)
• 4. Early Categorisation: A New Synthesis: Paul C. Quinn (University of Delaware)
• 5. Early Word Learning and Conceptual Development: Everything Had a Name, and Each Name Gave Birth to a New Thought: Sandra R. Waxman (Northwestern University)
• 6. Early Memory Development: Patricia J. Bauer (University of Minnesota) Part II: Cognitive Development in Early Childhood:
• 7. Development of the Animate-Inanimate Distinction: Susan A. Gelman (University of Michigan) and John E. Opfer (Carnegie Mellon University)
• 8. Understanding the Psychological World: Developing a Theory of Mind: Henry M. Wellman (University of Michigan)
• 9. Pretend Play and Cognitive Development: Angeline Lillard (University of Virginia)
• 10. Early Development of the Understanding and Use of Symbolic Artifacts: Judy S. Deloache (University of Virginia) Part III: Topics in Cognitive Development in Childhood:
• 11. Memory Development in Childhood: Wolfgang Schneider (University of Wurzburg)
• 12. The Development of Causal Reasoning: Barbara Koslowski (Cornell University) and Amy Masnick (Carnegie Mellon University)
• 13. Inductive and Deductive Reasoning: Usha Goswami (University of Cambridge)
• 14. The Development of Moral Reasoning: Larry P. Nucci (University of Illinois at Chicago)
• 15. Spatial Development in Childhood: Where are we now? Lynn S. Liben (Penn State University)
• 16. Children's Intuitive Physics: Friedrich Wilkening (Universitat Zurich) and Susanne Huber (Friedrich-Miescher-Laboratory, Max-Planck-Society)
• 17. What is Scientific Thinking, and How Does it Develop? Deanna Kuhn (Columbia University)
• 18. Reading Development and Dyslexia: Margaret J. Snowling (University of York)
• 19. Children's Understanding of Mathematics: Peter Bryant (University of Oxford) and Terezhina Nunes (Oxford Brookes University) Part IV: Topics in Atypical Cognitive Development:
• 20. Executive Function in Typical and Atypical Development: Philip David Zelazo and Ulrich Muller (both University of Toronto)
• 21. Language and Cognition: Evidence from Disordered Language: Barbara Dodd and Sharon Crosbie (both University of Newcastle upon Tyne)
• 22. The Exact Mind: Empathising and Systemising in Autistic Spectrum Conditions: Simon Baron-Cohen, Sally Wheelwright, John Lawson, Rick Griffin, and Jacqueline Hill (all University of Cambridge) Part V: Models of Cognitive Development:
• 23. Piaget's Model: Leslie Smith (University of Lancaster)
• 24. Vygotsky's Model of Cognitive Development: Shawn M. Rowe and James V. Wertsch (both Washington University in St. Louis)
• 25. Information Processing Models of Cognitive Development: Graeme S. Halford (University of Queensland)
• 26. Modelling Typical and Atypical Cognitive Development: Computational Constraints on Mechanisms of Change: Michael S.C. Thomas and Annette Karmiloff-Smith (both Institute of Child Health, University College London)
• 27. Individual differences in Cognitive Development: Robert J. Sternberg (Yale University).
• (source: Nielsen Book Data)

This definitive volume is the result of collaboration by top scholars in the field of children's cognition. It provides state-of-the-art summaries of current research by international specialists in different areas of cognitive development, written to be of interest to scholars as well as upper level students. The Handbook spans aspects of cognitive development from infancy to the onset of adolescence and offers an overview of all the major areas of importance in the field. As well as coverage of basic research topics such as categorization, memory, reasoning and language, the volume includes chapters on symbolic reasoning, pretend play, spatial development, abnormal cognitive development and current theoretical perspectives.
(source: Nielsen Book Data)

• 1. What is the Child's Mind?
• 2. Concepts and Concept Learning
• 3. Beliefs: Maps by which we Steer
• 4. Do Minds Develop?
• 5. Intelligence
• 6. What is Thinking?
• 7. Imagination and Creativity
• 8. Motivating Children
• 9. Educating the Emotions
• 10. The Whole Child-- Appendix: More about Minds.
• (source: Nielsen Book Data)

A fascinating introduction to the young learner's mind for teachers, parents, and students in philosophy of education.
(source: Nielsen Book Data)

This work offers research findings which show that children are thinking critically at a younger age than previously supposed. It clarifies Piaget's contribution to the cognitive development of small children, reviews literature in the field, and analyzes childrens' ideas about their thinking. In addition the work includes an analysis of the transcripts of conversations with young children about their thinking.
(source: Nielsen Book Data)