Children's Thinking
What Develops?
Herausgeber: Siegler, Robert
Children's Thinking
What Develops?
Herausgeber: Siegler, Robert
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First Published in 1978. Routledge is an imprint of Taylor & Francis, an informa company.
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First Published in 1978. Routledge is an imprint of Taylor & Francis, an informa company.
Produktdetails
- Produktdetails
- Verlag: Taylor and Francis
- Revised edition
- Seitenzahl: 384
- Erscheinungstermin: 1. Januar 1978
- Englisch
- Abmessung: 231mm x 155mm x 23mm
- Gewicht: 567g
- ISBN-13: 9780805808841
- ISBN-10: 0805808841
- Artikelnr.: 56757635
- Verlag: Taylor and Francis
- Revised edition
- Seitenzahl: 384
- Erscheinungstermin: 1. Januar 1978
- Englisch
- Abmessung: 231mm x 155mm x 23mm
- Gewicht: 567g
- ISBN-13: 9780805808841
- ISBN-10: 0805808841
- Artikelnr.: 56757635
Robert S. Siegler Carnegie-Mellon University
PART I: MEMORY DEVELOPMENT 1. Skills, Plans, and Self-Regulation 2.
Intellectual Development from Birth to Adulthood: A Neo-Piagetian
Interpretation 3. Knowledge Structures and Memory Development 4. Comments
PART II: PROBLEM SOLVING 5. The Origins of Scientific Reasoning 6. How Do
Children Solve Class-Inclusion Problems? 7. Goal Formation, Planning, and
Learning by Pre-School Problem Solvers or: "My Socks are in the Dryer" 8.
Counting in the Preschooler: What Does and Does Not Develop 9. A Discussion
of the Chapters by Siegler, Trabasso, Klahr, and Gelman PART III:
REPRESENTATIONAL PROCESSES 10. How Children Represent Knowledge of Their
World In and Out of Language: A Preliminary Report 11. Spatial Concepts,
Spatial Names, and the Development of Exocentric Representations 12.
Imagery and Cognitive Development: A Teleological Approach 13. Individual
Differences in Solving Physics Problems 14. Representing Knowledge
Development
Intellectual Development from Birth to Adulthood: A Neo-Piagetian
Interpretation 3. Knowledge Structures and Memory Development 4. Comments
PART II: PROBLEM SOLVING 5. The Origins of Scientific Reasoning 6. How Do
Children Solve Class-Inclusion Problems? 7. Goal Formation, Planning, and
Learning by Pre-School Problem Solvers or: "My Socks are in the Dryer" 8.
Counting in the Preschooler: What Does and Does Not Develop 9. A Discussion
of the Chapters by Siegler, Trabasso, Klahr, and Gelman PART III:
REPRESENTATIONAL PROCESSES 10. How Children Represent Knowledge of Their
World In and Out of Language: A Preliminary Report 11. Spatial Concepts,
Spatial Names, and the Development of Exocentric Representations 12.
Imagery and Cognitive Development: A Teleological Approach 13. Individual
Differences in Solving Physics Problems 14. Representing Knowledge
Development
PART I: MEMORY DEVELOPMENT 1. Skills, Plans, and Self-Regulation 2.
Intellectual Development from Birth to Adulthood: A Neo-Piagetian
Interpretation 3. Knowledge Structures and Memory Development 4. Comments
PART II: PROBLEM SOLVING 5. The Origins of Scientific Reasoning 6. How Do
Children Solve Class-Inclusion Problems? 7. Goal Formation, Planning, and
Learning by Pre-School Problem Solvers or: "My Socks are in the Dryer" 8.
Counting in the Preschooler: What Does and Does Not Develop 9. A Discussion
of the Chapters by Siegler, Trabasso, Klahr, and Gelman PART III:
REPRESENTATIONAL PROCESSES 10. How Children Represent Knowledge of Their
World In and Out of Language: A Preliminary Report 11. Spatial Concepts,
Spatial Names, and the Development of Exocentric Representations 12.
Imagery and Cognitive Development: A Teleological Approach 13. Individual
Differences in Solving Physics Problems 14. Representing Knowledge
Development
Intellectual Development from Birth to Adulthood: A Neo-Piagetian
Interpretation 3. Knowledge Structures and Memory Development 4. Comments
PART II: PROBLEM SOLVING 5. The Origins of Scientific Reasoning 6. How Do
Children Solve Class-Inclusion Problems? 7. Goal Formation, Planning, and
Learning by Pre-School Problem Solvers or: "My Socks are in the Dryer" 8.
Counting in the Preschooler: What Does and Does Not Develop 9. A Discussion
of the Chapters by Siegler, Trabasso, Klahr, and Gelman PART III:
REPRESENTATIONAL PROCESSES 10. How Children Represent Knowledge of Their
World In and Out of Language: A Preliminary Report 11. Spatial Concepts,
Spatial Names, and the Development of Exocentric Representations 12.
Imagery and Cognitive Development: A Teleological Approach 13. Individual
Differences in Solving Physics Problems 14. Representing Knowledge
Development