Author: Chi-Kwong Hon
Publisher:
ISBN:
Category :
Languages : en
Pages : 176
Book Description
The Relationship Between Cognitive Style and Creativity in Preschool Children
Author: Chi-Kwong Hon
Publisher:
ISBN:
Category :
Languages : en
Pages : 176
Book Description
Publisher:
ISBN:
Category :
Languages : en
Pages : 176
Book Description
Creativity And Cognitive Styles In Children
Author: A. Kusuma
Publisher: Discovery Publishing House
ISBN: 9788171413331
Category : Cognition in children
Languages : en
Pages : 304
Book Description
Contents: Introduction, Review of Related Literature, Methodology, Results and Discussion, Summary.
Publisher: Discovery Publishing House
ISBN: 9788171413331
Category : Cognition in children
Languages : en
Pages : 304
Book Description
Contents: Introduction, Review of Related Literature, Methodology, Results and Discussion, Summary.
The Relationship Between Cognitive Style and Creative Writing in Children
Author: Steven I. Pfeiffer
Publisher:
ISBN:
Category : Cognition in children
Languages : en
Pages : 302
Book Description
Publisher:
ISBN:
Category : Cognition in children
Languages : en
Pages : 302
Book Description
Cognitive Style in Early Education
Author: Olivia N. Saracho
Publisher: Routledge
ISBN: 1351808222
Category : Education
Languages : en
Pages : 246
Book Description
Cognitive style, a psychological construct, characterizes individual differences in styles of perceiving, remembering, thinking and judging. Originally published in 1990, this volume explores important findings emerging from contemporary research on cognitive style in young children and the implications for classroom practice at the time. Suggestions are provided for using knowledge of cognitive style in classroom settings to match learning tasks to cognitive style and to develop cognitive flexibility. Educators can use knowledge of young children’s and teachers’ cognitive styles to improve the quality of education and educational opportunities for all children.
Publisher: Routledge
ISBN: 1351808222
Category : Education
Languages : en
Pages : 246
Book Description
Cognitive style, a psychological construct, characterizes individual differences in styles of perceiving, remembering, thinking and judging. Originally published in 1990, this volume explores important findings emerging from contemporary research on cognitive style in young children and the implications for classroom practice at the time. Suggestions are provided for using knowledge of cognitive style in classroom settings to match learning tasks to cognitive style and to develop cognitive flexibility. Educators can use knowledge of young children’s and teachers’ cognitive styles to improve the quality of education and educational opportunities for all children.
Creativity and Play Materials
Author: Marc Stanley Rogers
Publisher:
ISBN:
Category : Creative ability in children
Languages : en
Pages : 594
Book Description
Publisher:
ISBN:
Category : Creative ability in children
Languages : en
Pages : 594
Book Description
Intelligence, Creativity and Cognitive Style
Author: George Shouksmith
Publisher: B.T. Batsford
ISBN:
Category : Psychology
Languages : en
Pages : 250
Book Description
Publisher: B.T. Batsford
ISBN:
Category : Psychology
Languages : en
Pages : 250
Book Description
The Relationships Between Intelligence and Cognitive Style and the Creative Ability of Kindergarten Age Children
Author: Lester S. Pearlstein
Publisher:
ISBN:
Category :
Languages : en
Pages : 124
Book Description
Publisher:
ISBN:
Category :
Languages : en
Pages : 124
Book Description
Creativity and Reason in Cognitive Development
Author: James C. Kaufman
Publisher: Cambridge University Press
ISBN: 131653894X
Category : Psychology
Languages : en
Pages : 605
Book Description
This book explores the development of cognitive skills related to reasoning and creativity, two strands that can intertwine to work together at times but may also be at odds. Spontaneity and freedom from constraint, characteristic of the thinking of young children, may be essential to creativity, which has prompted many to question how much we lose as we progress through childhood. Research and common sense tell us that effort, practice, and study are necessary for the highest levels of creative accomplishment, yet such intentional exertions seem antithetical to these hallmarks of creativity. In this revised and expanded second edition, leading scholars shed new light on creativity's complex relationship to the acquisition of domain-based skills and the development of more general logical reasoning skills. Creativity and Reason in Cognitive Development will be an essential reference for researchers, psychologists, and teachers seeking to better understand the most up-to-date work in the field.
Publisher: Cambridge University Press
ISBN: 131653894X
Category : Psychology
Languages : en
Pages : 605
Book Description
This book explores the development of cognitive skills related to reasoning and creativity, two strands that can intertwine to work together at times but may also be at odds. Spontaneity and freedom from constraint, characteristic of the thinking of young children, may be essential to creativity, which has prompted many to question how much we lose as we progress through childhood. Research and common sense tell us that effort, practice, and study are necessary for the highest levels of creative accomplishment, yet such intentional exertions seem antithetical to these hallmarks of creativity. In this revised and expanded second edition, leading scholars shed new light on creativity's complex relationship to the acquisition of domain-based skills and the development of more general logical reasoning skills. Creativity and Reason in Cognitive Development will be an essential reference for researchers, psychologists, and teachers seeking to better understand the most up-to-date work in the field.
Contemporary Perspectives on Play in Early Childhood Education
Author: Olivia Saracho
Publisher: IAP
ISBN: 1607525275
Category : Psychology
Languages : en
Pages : 200
Book Description
Publisher: IAP
ISBN: 1607525275
Category : Psychology
Languages : en
Pages : 200
Book Description
Cognitive Styles in Infancy and Early Childhood (Psychology Revivals)
Author: Nathan Kogan
Publisher: Psychology Press
ISBN: 1134455720
Category : Psychology
Languages : en
Pages : 182
Book Description
Originally published in 1976, here is a comprehensive account of the role of cognitive styles in early childhood. The author considers the possible precursors of these styles in infancy, and offers a new classification scheme that helps to clarify the relation of cognitive styles to ability and intelligence. In separate chapters, field independence–dependence, reflection–impulsivity, breadth of categorization, and styles of conceptualization are examined, along with a chapter on the interrelationships between these styles. The final chapter integrates and critically summarizes the significance of cognitive styles during the early years of life. Throughout the volume the author attempts to link cognitive styles with other theoretical constructs (for example, unilinear versus multilinear models of development, Inhelder and Piaget’s studies of classification stages), and finally, the author advances a set of seven conclusions to reflect the contemporary state of knowledge in regard to the character and function of cognitive styles during the early years of life. This volume provides information about the beginnings of cognitive styles in infancy and the course of their development in preschool years. Research is examined both from the viewpoint of developmental change and individual differences among children. The role of sex differences in cognitive styles is thoroughly examined, and, contrary to earlier claims of ‘no difference’, the author convincingly demonstrates that females manifest clear-cut superiority across a wide band of cognitive functions during the pre-school years.
Publisher: Psychology Press
ISBN: 1134455720
Category : Psychology
Languages : en
Pages : 182
Book Description
Originally published in 1976, here is a comprehensive account of the role of cognitive styles in early childhood. The author considers the possible precursors of these styles in infancy, and offers a new classification scheme that helps to clarify the relation of cognitive styles to ability and intelligence. In separate chapters, field independence–dependence, reflection–impulsivity, breadth of categorization, and styles of conceptualization are examined, along with a chapter on the interrelationships between these styles. The final chapter integrates and critically summarizes the significance of cognitive styles during the early years of life. Throughout the volume the author attempts to link cognitive styles with other theoretical constructs (for example, unilinear versus multilinear models of development, Inhelder and Piaget’s studies of classification stages), and finally, the author advances a set of seven conclusions to reflect the contemporary state of knowledge in regard to the character and function of cognitive styles during the early years of life. This volume provides information about the beginnings of cognitive styles in infancy and the course of their development in preschool years. Research is examined both from the viewpoint of developmental change and individual differences among children. The role of sex differences in cognitive styles is thoroughly examined, and, contrary to earlier claims of ‘no difference’, the author convincingly demonstrates that females manifest clear-cut superiority across a wide band of cognitive functions during the pre-school years.