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Author: Jean Piaget
Publisher:
ISBN:
Category : Psychology
Languages : en
Pages : 442
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Book Description
Studies infant behavior which precedes and forms the basis for intelligence, including elementory sensorimotor adaptations, reflexes, and elementary habits.
Author: Jean Piaget
Publisher:
ISBN:
Category : Psychology
Languages : en
Pages : 442
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Book Description
Studies infant behavior which precedes and forms the basis for intelligence, including elementory sensorimotor adaptations, reflexes, and elementary habits.
Author: Jean Piaget
Publisher: Routledge
ISBN: 113622159X
Category : Medical
Languages : en
Pages : 438
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Book Description
First published in 1997. Routledge is an imprint of Taylor & Francis, an informa company.
Author: Jean Piaget
Publisher: Routledge
ISBN:
Category : Child development
Languages : en
Pages : 446
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Book Description
Author: Geoffrey McGuinness
Publisher: Yale University Press
ISBN: 9780300083200
Category : Family & Relationships
Languages : en
Pages : 294
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Book Description
The creators of the acclaimed Phono-Graphix method of reading instruction explain the importance of teaching children comprehension skills and present dozens of exercises and activities to improve those skills--as well as writing ability--in children from six to 18 years of age.
Author: Susan A. Gelman
Publisher:
ISBN: 9780195154061
Category : Language Arts & Disciplines
Languages : en
Pages : 416
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Book Description
This text synthesizes 15 years of empirical research on essentialism into a coherent framework, examining children's thinking and ways in which language influences thought. It shows that children do not come into the world as passive recipients of data.
Author: Marilyn Brookwood
Publisher: Liveright Publishing
ISBN: 1631494694
Category : History
Languages : en
Pages : 366
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Book Description
The fascinating—and eerily timely—tale of the forgotten Depression-era psychologists who launched the modern science of childhood development. “Doomed from birth” was how psychologist Harold Skeels described two toddler girls at the Iowa Soldiers’ Orphans’ Home in Davenport, Iowa, in 1934. Their IQ scores, added together, totaled just 81. Following prevailing eugenic beliefs of the times, Skeels and his colleague Marie Skodak assumed that the girls had inherited their parents’ low intelligence and were therefore unfit for adoption. The girls were sent to an institution for the “feebleminded” to be cared for by “moron” women. To Skeels and Skodak’s astonishment, under the women’s care, the children’s IQ scores became normal. Now considered one of the most important scientific findings of the twentieth century, the discovery that environment shapes children’s intelligence was also one of the most fiercely contested—and its origin story has never been told. In The Orphans of Davenport, psychologist and esteemed historian Marilyn Brookwood chronicles how a band of young psychologists in 1930s Iowa shattered the nature-versus-nurture debate and overthrew long-accepted racist and classist views of childhood development. Transporting readers to a rural Iowa devastated by dust storms and economic collapse, Brookwood reveals just how profoundly unlikely it was for this breakthrough to come from the Iowa Child Welfare Research Station. Funded by the University of Iowa and the Rockefeller Foundation, and modeled on America’s experimental agricultural stations, the Iowa Station was virtually unknown, a backwater compared to the renowned psychology faculties of Stanford, Harvard, and Princeton. Despite the challenges they faced, the Iowa psychologists replicated increased intelligence in thirteen more “retarded” children. When Skeels published their incredible work, America’s leading psychologists—eugenicists all—attacked and condemned his conclusions. The loudest critic was Lewis M. Terman, who advocated for forced sterilization of low-intelligence women and whose own widely accepted IQ test was threatened by the Iowa research. Terman and his opponents insisted that intelligence was hereditary, and their prestige ensured that the research would be ignored for decades. Remarkably, it was not until the 1960s that a new generation of psychologists accepted environment’s role in intelligence and helped launch the modern field of developmental neuroscience.. Drawing on prodigious archival research, Brookwood reclaims the Iowa researchers as intrepid heroes and movingly recounts the stories of the orphans themselves, many of whom later credited the psychologists with giving them the opportunity to forge successful lives. A radiant story of the power and promise of science to better the lives of us all, The Orphans of Davenport unearths an essential history at a moment when race science is dangerously resurgent.
Author: M. Lewis
Publisher: Springer Science & Business Media
ISBN: 1468469614
Category : Psychology
Languages : en
Pages : 415
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Book Description
A preface is an excellent opportunity for an editor to speak directly to the reader and share with him the goals, hopes, struggles, and produc tion of a volume such as this. It seems to me that I have an important obligation to tell you the origins of this volume. This is no idle chatter, but rather an integral part of scientific inquiry. It is important before delving into content, theory, and methodology to talk about motivation, values, and goals. Indeed, it is always necessary to explicate from the very beginning of any intellectual and scientific inquiry the implicit assumptions governing that exercise. Failure to do so is not only an ethical but a scientific failure. We learn, albeit all too slowly, that science is a moral enterprise and that values must be explicitly stated, removing from the shadows those implicit beliefs that often motivate and deter mine our results. No better or more relevant example can be found than in the review of the implicit assumptions of the early IQ psychometri cians in this country (see Kamin's book, The Science and Politics of IQ, 1975).
Author: Paul Bloom
Publisher: MIT Press
ISBN: 9780262523295
Category : Psychology
Languages : en
Pages : 324
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Book Description
How do children learn that the word "dog" refers not to all four-legged animals, and not just to Ralph, but to all members of a particular species? How do they learn the meanings of verbs like "think," adjectives like "good," and words for abstract entities such as "mortgage" and "story"? The acquisition of word meaning is one of the fundamental issues in the study of mind. According to Paul Bloom, children learn words through sophisticated cognitive abilities that exist for other purposes. These include the ability to infer others' intentions, the ability to acquire concepts, an appreciation of syntactic structure, and certain general learning and memory abilities. Although other researchers have associated word learning with some of these capacities, Bloom is the first to show how a complete explanation requires all of them. The acquisition of even simple nouns requires rich conceptual, social, and linguistic capacities interacting in complex ways. This book requires no background in psychology or linguistics and is written in a clear, engaging style. Topics include the effects of language on spatial reasoning, the origin of essentialist beliefs, and the young child's understanding of representational art. The book should appeal to general readers interested in language and cognition as well as to researchers in the field.
Author: Paul Bloom
Publisher: Crown
ISBN: 0307886859
Category : Psychology
Languages : en
Pages : 290
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Book Description
A leading cognitive scientist argues that a deep sense of good and evil is bred in the bone. From John Locke to Sigmund Freud, philosophers and psychologists have long believed that we begin life as blank moral slates. Many of us take for granted that babies are born selfish and that it is the role of society—and especially parents—to transform them from little sociopaths into civilized beings. In Just Babies, Paul Bloom argues that humans are in fact hardwired with a sense of morality. Drawing on groundbreaking research at Yale, Bloom demonstrates that, even before they can speak or walk, babies judge the goodness and badness of others’ actions; feel empathy and compassion; act to soothe those in distress; and have a rudimentary sense of justice. Still, this innate morality is limited, sometimes tragically. We are naturally hostile to strangers, prone to parochialism and bigotry. Bringing together insights from psychology, behavioral economics, evolutionary biology, and philosophy, Bloom explores how we have come to surpass these limitations. Along the way, he examines the morality of chimpanzees, violent psychopaths, religious extremists, and Ivy League professors, and explores our often puzzling moral feelings about sex, politics, religion, and race. In his analysis of the morality of children and adults, Bloom rejects the fashionable view that our moral decisions are driven mainly by gut feelings and unconscious biases. Just as reason has driven our great scientific discoveries, he argues, it is reason and deliberation that makes possible our moral discoveries, such as the wrongness of slavery. Ultimately, it is through our imagination, our compassion, and our uniquely human capacity for rational thought that we can transcend the primitive sense of morality we were born with, becoming more than just babies. Paul Bloom has a gift for bringing abstract ideas to life, moving seamlessly from Darwin, Herodotus, and Adam Smith to The Princess Bride, Hannibal Lecter, and Louis C.K. Vivid, witty, and intellectually probing, Just Babies offers a radical new perspective on our moral lives.
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309324882
Category : Social Science
Languages : en
Pages : 587
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Book Description
Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.
