The Cognitive-developmental Basis of Human Learning PDF Download
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Author: Barry Gholson
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 272
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Book Description
Author: Barry Gholson
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 272
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Book Description
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.
Author: James L. McClelland
Publisher: Psychology Press
ISBN: 1135706115
Category : Psychology
Languages : en
Pages : 439
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Book Description
A study of mechanisms of cognitive development. It is part of the "Carnegie Mellon Symposia on Cognition Series" and focuses on behavioural and neural perspectives of cognitive development.
Author: Charles J. Brainerd
Publisher: Springer Science & Business Media
ISBN: 1461394902
Category : Psychology
Languages : en
Pages : 396
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Book Description
For some time now, the study of cognitive development has been far and away the most active discipline within developmental psychology. Although there would be much disagreement as to the exact proportion of papers published in develop mental journals that could be considered cognitive, 50% seems like a conservative estimate. Hence, a series of scholarly books devoted to work in cognitive devel opment is especially appropriate at this time. The Springer Series in Cognitive Development contains two basic types of books, namely, edited collections of original chapters by several authors, and original volumes written by one author or a small group of authors. The flagship for the Springer Series is a serial publication of the "advances" type, carrying the subtitle Progress in Cognitive Development Research. Each volume in the Progress sequence is strongly thematic, in that it is limited to some well-defined domain of cognitive developmental research (e.g., logical and mathematical development, development of learning). All Progress volumes will be edited collections. Editors of such collections, upon consultation with the Series Editor, may elect to have their books published either as contributions to the Progress sequence or as separate volumes. All books written by one author or a small group of authors are being published as separate volumes within the series.
Author: National Library of Medicine (U.S.)
Publisher:
ISBN:
Category : Medicine
Languages : en
Pages : 1442
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Book Description
First multi-year cumulation covers six years: 1965-70.
Author: Scott Johnson
Publisher: Oxford University Press
ISBN: 0199716102
Category : Psychology
Languages : en
Pages : 382
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Book Description
Arguments over the developmental origins of human knowledge are ancient, founded in the writings of Plato, Aristotle, Descartes, Hume, and Kant. They have also persisted long enough to become a core area of inquiry in cognitive and developmental science. Empirical contributions to these debates, however, appeared only in the last century, when Jean Piaget offered the first viable theory of knowledge acquisition that centered on the great themes discussed by Kant: object, space, time, and causality. The essence of Piaget's theory is constructivism: The building of concepts from simpler perceptual and cognitive precursors, in particular from experience gained through manual behaviors and observation. The constructivist view was disputed by a generation of researchers dedicated to the idea of the "competent infant," endowed with knowledge (say, of permanent objects) that emerged prior to facile manual behaviors. Taking this possibility further, it has been proposed that many fundamental cognitive mechanisms -- reasoning, event prediction, decision-making, hypothesis testing, and deduction -- operate independently of all experience, and are, in this sense, innate. The competent-infant view has an intuitive appeal, attested to by its widespread popularity, and it enjoys a kind of parsimony: It avoids the supposed philosophical pitfall posed by having to account for novel forms of knowledge in inductive learners. But this view leaves unaddressed a vital challenge: to understand the mechanisms by which new knowledge arises. This challenge has now been met. The neoconstructivist approach is rooted in Piaget's constructivist emphasis on developmental mechanisms, yet also reflects modern advances in our understanding of learning mechanisms, cortical development, and modeling. This book brings together, for the first time, theoretical views that embrace computational models and developmental neurobiology, and emphasize the interplay of time, experience, and cortical architecture to explain emergent knowledge, with an empirical line of research identifying a set of general-purpose sensory, perceptual, and learning mechanisms that guide knowledge acquisition across different domains and through development.
Author: Barbel Inhelder
Publisher: Psychology Press
ISBN: 113459481X
Category : Psychology
Languages : en
Pages : 309
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Book Description
Originally published in 1987, the contributors bring their different orientations to the study of child development and genetic epistemology to show the continuing value of Piaget's theory and its fruitfulness in providing insights which permit the advancement of science. This volume contains the proceedings of the VIIth Advanced Course of the "Fondation Archives Jean Piaget", held at the University of Geneva in 1985. The lectures and discussions included in this volume will help the reader to understand Piaget in the context of twentieth-century science and philosophy and to consider the present and future of the theory, as it was seen at the time of original publication.
Author: Aaron S. Benjamin
Publisher: Elsevier
ISBN: 008055976X
Category : Psychology
Languages : en
Pages : 339
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Book Description
Human learning is studied in a variety of ways. Motor learning is often studied separately from verbal learning. Studies may delve into anatomy vs function, may view behavioral outcomes or look discretely at the molecular and cellular level of learning. All have merit but they are dispersed across a wide literature and rarely are the findings integrated and synthesized in a meaningful way. Human Learning: Biology, Brain, and Neuroscience synthesizes findings across these levels and types of learning and memory investigation.Divided into three sections, each section includes a discussion by the editors integrating themes and ideas that emerge across the chapters within each section. Section 1 discusses general topics in human learning and cognition research, including inhibition, short term and long term memory, verbal memory, memory disruption, and scheduling and learning. Section 2 discusses cognitive neuroscience aspects of human learning. Coverage here includes models, skill acquisition, declarative and non declarative memory, age effects on memory, and memory for emotional events. Section 3 focuses on human motor learning.This book is suitable for cognitive neuroscientists, cognitive psychologists, kinesthesiologists, and graduate courses in learning. Synthesizes research from a variety of disciplines, levels, and content areas Provides section discussions on common findings between chapters Covers motor and verbal learning
Author: David F. Bjorklund
Publisher: Psychology Press
ISBN: 1134744382
Category : Psychology
Languages : en
Pages : 348
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Book Description
One of the issues central to both classic and contemporary theories of cognitive development is children's goal-directed behavior, which is typically investigated in terms of strategies. This book brings together in one volume the latest research and theory regarding the development of children's strategies for a variety of cognitive tasks. Opening with a history of strategy development research and concluding with a chapter that integrates the diversity of ideas expressed by the contributors, Children's Strategies offers intervening chapters that examine strategy development for attention, analogical reasoning, mathematics, memory, reading, and problem solving in infancy. Although there is much common ground shared by the various contributors to this volume, there is no consensus concerning what exactly a strategy is. This mixture of consensus and disagreement reflects both the explosion of research in this area since the late 1960's and the complexity of the issues involved. It also reflects the fact that this is a topic that is very much alive in cognitive circles, one that will continue to stimulate research for years to come. The papers in this volume describe current research and theory concerning the development of children's strategies for handling a variety of cognitive tasks. After providing a historical view of the concept of strategies in cognitive development, the book highlights many of the issues of concern to contemporary developmental psychologists interested in strategies. The issues discussed include problem solving in infancy, memory, selective attention, mathematics, analogical reasoning, and reading.
Author: Usha Goswami
Publisher: Routledge
ISBN: 131741005X
Category : Education
Languages : en
Pages : 630
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Book Description
Cognitive Development and Cognitive Neuroscience: The Learning Brain is a thoroughly revised edition of the bestselling Cognitive Development. The new edition of this full-colour textbook has been updated with the latest research in cognitive neuroscience, going beyond Piaget and traditional theories to demonstrate how emerging data from the brain sciences require a new theoretical framework for teaching cognitive development, based on learning. Building on the framework for teaching cognitive development presented in the first edition, Goswami shows how different cognitive domains such as language, causal reasoning and theory of mind may emerge from automatic neural perceptual processes. Cognitive Neuroscience and Cognitive Development integrates principles and data from cognitive science, neuroscience, computer modelling and studies of non-human animals into a model that transforms the study of cognitive development to produce both a key introductory text and a book which encourages the reader to move beyond the superficial and gain a deeper understanding of the subject matter. Cognitive Development and Cognitive Neuroscience is essential for students of developmental and cognitive psychology, education, language and the learning sciences. It will also be of interest to anyone training to work with children.
