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The Psychology of the Child
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TLDR
In this article, the authors discuss factors in mental development, including the development of perception, concepts, and operations of thought and interpersonal relations, as well as the three levels in the transition from action to operation.Abstract:
* Introduction The Sensori-Motor Level * Sensori-motor Intelligence * The Construction of Reality * The Cognitive Aspect of Sensori-motor Reactions * The Affective Aspect of Sensori-motor Reactions The Development of Perception * Perceptual Consistencies and Perceptual Causality * Field Effects * The Perceptual Activities * Perceptions, Concepts, and Operations The Semiotic or Symbolic Function * The Semiotic Function and Imitation * Symbolic Play * Drawing * Mental Images * Memory and the Structure of Image-Memories * Language The Concrete Operations of Thought and Interpersonal Relations * The Three Levels in the Transition from Action to Operation * The Genesis of the Concrete Operations * Representation of the Universe: Causality and Chance * Social and Affective Interactions * Moral Feelings and Judgments * Conclusion The Preadolescent and the Propositional Operations * Formal Thought and the Combinatorial System * The Two Reversibilities * The Formal Operatory Schemes * The Induction of Laws and the Dissociation of Factors * The Affective Transformations * Conclusion: Factors in Mental Developmentread more
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Cognitive Perspectives in Psychology
TL;DR: In this article, a revision of the first edition of the Handbook of Cognitive Psychology is presented, with a dilemma: whether simply to update the earlier chapter by adding selectively from the last half-dozen years' research in cognitive psychology and risk appearing to promote ideas that some now see as irrelevant to the study and practice of educational technology; or to throw out everything from the original chapter and start from scratch.
Journal ArticleDOI
In the mind and in the technology: The vicarious presence of the teacher in pupil's learning of science in collaborative group activity at the interactive whiteboard
TL;DR: The IWB can provide both a tool and an environment that can encourage the creation of a shared dialogic space within which co-constructed knowledge building can take place, however, this only occurs where there is active support from the teacher for collaborative, dialogic activity in the classroom.
Book ChapterDOI
An Organizational View of Affect: Illustration from the Study of Down’s Syndrome Infants
Dante Cicchetti,L. Alan Sroufe +1 more
TL;DR: Sroufe et al. as mentioned in this paper put many of the outstanding questions in the field of affective development within a unified framework that can be described as an "organizational perspective" that can trace the unfolding of various affect systems and their integration with cognitive and social development.
Journal ArticleDOI
Gesture and Motor Skill in Relation to Language in Children with Language Impairment.
TL;DR: Regression analyses indicated that within the LI but not the TD group, poorer expressive language was related to more frequent gesture production, and this underscores the utility of including spontaneous gesture and motor abilities in clinical assessment of and intervention for preschool children with language concerns.
Journal ArticleDOI
Speeding, Terrorism, and Teaching to the Test
TL;DR: In this article, it was shown that the optimal rules for high-stakes testing depend on the costs of learning and of monitoring, and that incentives need to be concentrated for those whose costs of action are high.