Children's thinking

목차 (Table of Contents)

• CONTENTS
• PREFACE = xi
• ACKNOWLEDGMENTS = xiii
• GENERAL PERSPECTIVES ON CHILDREN'S THINKING
• 1 HOW DO CHILDREN PROCESS INFORMATION? = 1
• What Is Children's Thinking? = 2
• What Is the Information Processing Approach? = 4
• An Overview of the Information Processing Approach = 4
• Key Issues About Children's Thinking = 9
• Does Development Progress Through Stages? = 9
• How Does Change Occur? = 11
• How Can Development Best Be Studied? = 13
• Relations Between Children's and Adult's Thinking = 14
• The Book's Organization = 16
• The Chapter by Chapter Organization = 16
• The Central Themes = 18
• Summary = 19
• Recommended Readings = 20
• 2 PIAGET'S THEORY OF DEVELOPMENT = 21
• An Overview of Piaget's Theory = 23
• The Theory as a Whole = 23
• The Stages of Development = 24
• Developmental Processes = 25
• Orienting Assumptions = 28
• Piaget's Stage Model of Development = 29
• The Sensorimotor Period = 29
• The Preoperational Period = 33
• The Concrete Operations Period = 38
• The Formal Operations Period = 41
• The Development of Some Critical Concepts = 42
• Conservation = 42
• Classes and Relations = 45
• An Evaluation of Plaget's Theory = 49
• How Accurately Does the Theory Describe Particular Aspects of Children's Thinking? = 51
• How Stagelike Is Children's Thinking? = 53
• How Well Do Piaget's General Characterizations Fit Children's Thinking? = 57
• The Current Status of Piaget's Thinking = 58
• Summary = 58
• Recommended Readings = 60
• 3 INFORMATION PROCESSING THEORIES OF DEVELOPMENT = 62
• General Theories of the Information Processing System = 65
• Atkinson and Shiffrin's Theory = 65
• Newell and Simon's Theory = 71
• Information-Processing Theories of Development = 74
• R. Stemberg's Theory = 75
• Case's Theory = 80
• Kiahr and Wallace's Theory = 84
• Siegler's Theory = 87
• Summary = 93
• Recommended Readings = 95
• 4 TOOLS FOR STUDYING CHILDREN'S THINKING = 96
• Languages for Representing Children's Thinking = 98
• The Limits of Natural Languages = 98
• Flow Diagrams = 99
• Production Systems = 102
• Semantic Networks = 109
• Scripts = 112
• Comparisons Among Languages = 113
• Methods for Studying Children's Thinking = 116
• Chronometric Analysis 116
• Methods of Error Analysis = 121
• Analysis of Eye Movements = 125
• Protocol Analysis = 128
• Summary = 131
• Recommended Readings = 133
• FIVE SPECIFIC ASPECTS OF CHILDREN'S THINKING
• 5 PERCEPTUAL DEVELOPMENT = 134
• Vision = 138
• Attending to Visual Patterns = 139
• Identifying Objects and Events = 145
• Locating Objects = 154
• Hearing = 161
• Attending to Sounds = 161
• Identifying Sounds = 162
• Auditory Localization = 166
• Intersensory Integration = 168
• Attending = 168
• Identifying = 169
• Locating = 169
• Summary = 174
• Recommended Readings = 176
• 6 LANGUAGE DEVELOPMENT = 177
• The Course of Language Development = 181
• The Earliest Sounds = 182
• The Earliest Words = 184
• The Two Word Phase and the Beginning of Grammar = 189
• Development Beyond the Two-Word Phase = 191
• The Development of Communication Skills = 200
• Theoretical Issues in Language Development = 203
• Is Language Unique to Humans? = 203
• How Do People Invent Languages? = 205
• Is Language Inherently Verbal : Deaf Children's Sign Language = 207
• Mechanisms of Language Development = 209
• Summary = 212
• Recommended Readings = 213
• 7 MEMORY DEVELOPMENT
• Three Experiments on Memory = 216
• Experiment 1 = 216
• Experiment 2 = 217
• Experiment 3 = 217
• Lessons of the Experiments = 218
• What Develops in Memory Development? = 222
• The Role of Basic Capacities = 223
• The Role Of Strategies = 232
• The Role of Metamemory = 240
• The Role of Content Knowledge = 246
• Summary = 257
• Recommended Readings = 259
• 8 CONCEPTUAL DEVELOPMENT = 260
• Research Emphasizing Conceptual Form = 264
• Defining Features Representations = 264
• Probabilistic Representations = 269
• Exemplar based Representations = 274
• Research Emphasizing Conceptual Content = 276
• Children's Numerical Understandings = 277
• Some Important Relational Concepts = 290
• Summary = 297
• Recommended Readings = 298
• 9 DEVELOPMENT OF ACADEMIC SKILLS = 300
• Acquisition of Mathematical Skills = 303
• Addition = 303
• Subtraction = 316
• Estimation = 317
• How Children Learn to Read = 320
• The Typical Chronological Progression = 320
• Prereading Skills = 321
• Identifying Individual Words = 323
• Comprehension of Larger Units of Prose = 327
• Acquiring Competence in Writing = 335
• The Initial Drafting Process = 335
• The Revision Process = 339
• Summary = 341
• Recommended Readings = 342
• A BIG PICTURE OF CHILDREN'S THINKING
• 10 CONCLUSIONS FOR THE PRESENT／CHALLENGES FOR THE FUTURE = 344
• Current Knowledge About What Develops and How Development Occurs = 346
• Future Issues = 347
• Current Knowledge About Change Processes = 348
• Future Issues = 350
• Current Knowledge About Children's Deployment of Processing Resources = 353
• Future Issues = 354
• Current Knowledge About the Effects of Existing Knowledge = 358
• Future Issues = 360
• Current Contributions of Knowledge of Adult's Thinking = 361
• Future Issues = 363
• Current Knowledge About Differences Between Age Groups = 365
• Future Issues = 366
• Current Knowledge of Social Influences on Children's Thinking = 369
• Future Issues = 370
• Summary = 379
• Recommended Readings = 382
• REFERENCES = 383
• AUTHOR INDEX = 407
• SUBJECT INDEX = 414