Children’s Logical and Mathematical Cognition: Progress in by Curt Acredolo (auth.), Charles J. Brainerd (eds.)

By Curt Acredolo (auth.), Charles J. Brainerd (eds.)

For a while now, the research of cognitive improvement has been some distance and away the main lively self-discipline inside of developmental psychology. even though there will be a lot war of words as to the precise share of papers released in developmen­ tal journals that may be thought of cognitive, 50% feels like a conservative estimate. as a result, a sequence of scholarly books to be dedicated to paintings in cognitive improvement is mainly acceptable at present. The Springer sequence in Cognitive improvement includes easy varieties of books, specifically, edited collections of unique chapters by means of a number of authors, and unique volumes written by means of one writer or a small staff of authors. The flagship for the Springer sequence can be a serial booklet of the "advances" style, wearing the subtitle development in Cognitive improvement study. each one quantity within the growth series could be strongly thematic, in that it'll be constrained to a couple well-defined area of cognitive-developmental study (e. g. , logical and mathematical de­ velopment, semantic development). All development volumes can be edited collec­ tions. Editors of such collections, upon session with the sequence Editor, could opt for to have their books released both as contributions to the growth series or as separate volumes. All books written through one writer or a small team of authors can be released as separate volumes in the sequence. a pretty huge definition of cognitive improvement is getting used within the collection of books for this series.

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Extra info for Children’s Logical and Mathematical Cognition: Progress in Cognitive Development Research

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Schneider, D. S. A study of the development of conservation by a nonverbal method. Journal of Genetic Psychology, 1968,112,287-291. Silverman, I. W. Context and number conservation. Child Study Journal, 1979,9, 205-212. Silverman, I. , & Briga, J. By what process do young children solve small number conservation problems. Journal of Experimental Child Psychology, 1981, 32, 115-126. Silverman, I. , & Rose, A. P. Compensation and conservation. Psychological Bulletin, in press. Silverman, I. , Rose, A.

British Journal of Psychology, 1968,59, 461-471. , & Wales, R. On the acquisition of some relational terms. In J. R. ), Cognition and the development of language. New York: Wiley, 1970. Elkind, D. Conservation across illusory transformations in young children. Acta Psychologia, 1966,25,389-400. Elkind, D. Piaget's conservation problems. Child Development, 1967, 38, 15-27. Flavell, J. H. The developmental psychology of Jean Piaget. New York: Van Nostrand-Reinhold, 1963. Flavell, J. H. Cognitive development.

However, in light of Silverman and Briga's observations, one may argue that the lack of surprise by children when faced with the perceptual transformations results only from the fact that they continue to obtain the same count they had in past trials and not from a specific appreciation of the absence of addition or subtraction per se. Obviously, however, much more research on this phenomenon is needed before we can be certain what it signifies. Regardless of whether or not 3-year-olds' conservation of small numbers represents knowledge of the identity rule, it is still commonly anticipated that the identity rule first emerges in reference to small, specifiable numerosities.

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