Children's thinking : developmental function and individual differences

목차 (Table of Contents)

• CONTENTS
• Preface = xiv
• 1 An Introduction to Cognitive Development = 1
• Basic Concepts in Cognitive Development = 3
• Cognition = 3
• Development = 4
• Some Issues in Cognitive Development = 6
• Stages of Development = 6
• Domain-General versus Domain-Specific Abilities = 10
• Nature and Nurture = 12
• The Stability and Plasticity of Intelligence = 14
• Changes that Occur in Cognitive Development = 16
• Changes in Representation = 17
• Changes in Intentional Control = 17
• Overview of the Remainder of the Book = 18
• Summary = 19
• Key Terms and Concepts = 20
• Suggested Readings = 21
• 2 Biological Bases of Cognitive Development = 22
• Evolution and Cognitive Development = 24
• Evolutionary Psychology = 25
• Selectionist Theories of Cognitive and Brain Development = 27
• Models of Gene-Environment Interactions = 28
• The Developmental Systems Approach = 28
• The Genotype → Environment Theory 33
• The Development of the Brain = 37
• Neuronal Development = 38
• The Development of the Neocortex = 44
• The Brain's Plasticity = 47
• Relevance of Developmental Cognitive Neuroscience to Understanding Cognitive Development and Implications for Education = 51
• Developmental Biology and Cognitive Development = 65
• Summary = 54
• Note = 55
• Key Terms and Concepts = 55
• Suggested Readings = 56
• 3 The Social Construction of Mind : Sociocultural Perspectives on Cognitive Development = 57
• The Role of Culture in Cognitive Development = 59
• Tools of Intellectual Adaptation = 59
• The Social Origins of Early Cognitive Competencies = 61
• The Zone of Proximal Development = 61
• Apprenticeship in Thinking and Guided Participation = 63
• Assessing Cognitive Development from a Sociocultural Perspective = 68
• Implications for Education = 69
• Sociocultural Theory and Cognitive Development = 70
• Summary = 71
• Note = 72
• Key Terms and Concepts = 72
• Suggested Readings = 72
• 4 Piaget's Theory and the Neo-Piagetians = 73
• Some Assumptions of Piaget's Theory = 74
• Structures = 75
• Intrinsic Activity = 75
• The Constructive Nature of Cognition = 76
• Functional Invariants = 76
• Equilibration = 77
• Stages of Development = 79
• The Sensorimotor Stage = 80
• The Development of Operations = 87
• The Development of Class Inclusion = 94
• The State of Piaget's Theory Today = 99
• Piaget's Contributions = 99
• Competence or Performance? = 100
• Are Operations Reasonable? = 102
• Neo-Piagetian Theories = 103
• "Traditional" Neo-Piagetian Theories of Case and Fischer = 103
• Theory Theories of Cognitive Development = 109
• Summary = 113
• Note = 114
• Key Terms and Concepts = 115
• Suggested Readings = 115
• 5 Information-Processing Approaches = 117
• Assumptions of the Information-Processing Approaches = 118
• Limited Capacity = 118
• The Information-Processing System = 118
• Representation of Knowledge = 119
• Automatic and Effortful Processes = 120
• Information-Processing Perspectives on Development = 121
• The Short-Term Store = 122
• Speed of Processing = 125
• Developmental Differences in the Efficiency of Processing = 128
• The Role of Strategies in Cognitive Development = 130
• Mediational and Production Deficiencies = 131
• What Are Production-Deficient Children Doing? = 132
• Utilization Deficiencies = 133
• The Cost of Strategy Use = 134
• Siegler's Adaptive Strategy-Choice Model = 135
• Implicit Strategy Use = 136
• Chi1dren's Knowledge Base and Cognitive Development = 137
• Experts and Novices = 138
• Knowledge and Strategies = 139
• Attention = 140
• Sustaining Attention = 140
• Selective Attention = 141
• Attentional Strategies = 143
• What Do Children Know about Attention? = 143
• New Approaches to Developmental Differences in Information processing = 145
• Inhibition and Resistance to Interference = 146
• Fuzzy-Trace Theory 149
• Connectionist Perspective of Developmental Change = 153
• Summary = 155
• Notes = 156
• Key Terms and Concepts = 156
• Suggested Readings = 157
• 6 Perception = 158
• Perceptual Development Through Infancy = 159
• Basic Perceptual Abilities of Young Infants = 159
• Some Methodologies Used to Assess Infant Perception = 160
• Auditory Development = 162
• The Development of Visual Perception = 165
• Intermodal Integration = 177
• Categorization = 178
• Perceptual Development Beyond Infancy = 182
• Interpreting Ambiguous Stimuli = 182
• Learning Distinctive Features = 183
• Developmental and Gender Differences in Spatial Cognition = 184
• Summary = 191
• Key Terms and Concepts = 191
• Suggested Readings = 192
• 7 Representation = 193
• Mental Representation Through Infancy = 194
• Expressions of the Symbolic Function = 194
• What Do Infants Know? = 195
• What Is Infant Cognition Made of? = 204
• Learning to Use Symbols = 207
• Young Children's Interpretation of Pictures and Models = 207
• The Appearance ／ Reality Distinction = 209
• Distinguishing Between Imagined and Real Events = 212
• Children's Theory of Mind = 213
• Representational Changes over Childhood : Evidence from Classification = 224
• Classification = 225
• The Development of Natural Language Categories = 228
• Summary = 230
• Note = 232
• Key Terms and Concepts = 232
• Suggested Readings = 232
• 8 Memory Development = 233
• Memory Development in Infancy = 236
• Implicit Memory = 239
• Remembering Events = 240
• The Development of Event Memory = 240
• Children as Eyewitnesses = 244
• Infantile Amnesia and the Development of Autobiographical Memory = 250
• Piagetian Research on Reconstructive Memory = 253
• The Development of Memory Strategies = 255
• Rehearsal = 255
• Organization = 256
• Retrieval = 258
• Other Strategies = 259
• Gender Differences in Memory Performance and Strategy Use = 259
• Factors that Influence Children's Use of Memory Strategies = 260
• Encoding = 269
• Knowledge Base = 261
• Metamemory = 263
• Motivation = 266
• Culture and Memory Strategies = 267
• Consistency and Stability of Memory = 268
• Is "Memory" a Domain-General Faculty or a Set of Domain-Specific Abilities? = 269
• How Stable is Memory Performance over Time? = 269
• Forgetting and Reminiscence = 270
• Summary = 272
• Key Terms and Concepts = 273
• Suggested Readings = 274
• 9 Language Development = 275
• What Makes a Communication System a Language? = 276
• Describing Children's Language Development = 277
• A Brief Description of Early Language Development = 277
• Phonological Development = 278
• Morphological Development = 280
• Syntactic Development = 281
• Semantic Development = 283
• Pragmatics = 286
• Communicative Competence = 289
• Some Theoretical Perspectives of Language Development = 291
• Nativist Perspectives on Language Development = 292
• Social-Interactionist Perspectives of Language Development = 297
• Locke's Theory of Neurolinguistic Development = 300
• The Relation Between Lexical and Syntactic Development : Is a Grammar Module Necessary? = 303
• Gender Differences in Language Acquisition = 304
• Language and Thought = 305
• Nelson's Views of the Role of Language in Congnitive Development = 306
• The Self-Regulatory Function of Language = 306
• The Development of Inner Speech = 307
• Summary = 308
• Key Terms and Concepts = 310
• Suggested Readings = 310
• 10 Problem Solving and Reasoning = 311
• Problem Solving = 312
• The Development of Problem Solving = 312
• Problem Solving as Inducing and Using Rules = 314
• Planning = 317
• Reasoning = 320
• Analogical Reasoning = 320
• Formal Reasoning = 326
• Scientific Reasoning = 328
• Reasoning-Remembering Relationships = 329
• Summary = 331
• Note = 332
• Key Terms and Concepts = 332
• Suggested Readings = 332
• 11 Social Cognition = 334
• Social Cognitive Theory = 335
• The Development of Imitation = 336
• The Development of Self-Efficacy = 338
• Social Information Processing = 340
• The Development of a Concept of Self = 342
• Taking the Perspective of Another = 344
• Selman's Theory of Social Role Taking = 345
• Perspective Taking and Cultural Learning = 347
• Children's Humor = 349
• Humor and Mental Effort = 350
• Humor and Cognitive Development = 350
• Cognitive Bases of Gender Identity = 353
• The Development of Gender Constancy = 354
• Consequences of Gender Constancy for Gender Identification = 355
• Gender Schemas = 356
• Gender Knowledge, Sex-Stereotypic Behavior, and Intelligence = 360
• Children's Theories of Gender = 361
• How "Special" is Social Cognition? = 361
• Summary = 362
• Key Terms and Concepts = 363
• Suggested Readings = 363
• 12 Schooling and Cognition = 364
• The Development of Reading Skills = 366
• A Brief Overview of Learning to Read = 366
• Emergent Literacy = 366
• Cognitive Development and Reading = 368
• Does Reading Make You Smarter? = 373
• Gender Differences in Reading and Verbal Abilities = 375
• Children's Number and Arithmetic Concepts = 377
• Conservation of Number = 378
• Young Children's Knowledge of Number = 379
• Children's Arithmetic Concepts = 381
• Math Disabilities = 385
• Cultural Differences in Mathematics = 386
• Gender Differences in Mathematical Ability = 390
• Schooling and Cognitive Development = 394
• Schooling versus Age Effects on Intelligence = 394
• The Effect of Schooling on IQ = 395
• The Costs and Benefits of Academic Preschools = 396
• Summary = 399
• Key Terms and Concepts = 400
• Suggested Readings = 499
• 13 Approaches to the Study of Intelligence = 404
• The psychometric Approach to the Study of Intelligence = 404
• Factors of Intelligence = 404
• IQ Tests = 407
• Some Issues Regarding Standardized Tests = 411
• Information-Processing Approaches to the Study of Intelligence = 413
• Strategies = 414
• Knowledge Base = 416
• Speed of Information Processing = 418
• Working Memory 419
• Metacognition = 420
• Piagetian Approaches to the Study of Intelligence = 421
• Sternberg's Triarchic Theory of Intelligence = 422
• The Contextual Subtheory = 422
• The Experiential Subtheory = 423
• The Componential Subtheory 424
• The Triarchic Theory Applied to Education = 425
• Gardner's Theory of Multiple Intelligences = 427
• Criteria of an Intelligence = 428
• Multiple Intelligences and Education = 430
• Ceci's Bioecological Theory of Intelligence = 432
• The Role of Context = 432
• Knowledge and Cognitive Complexity = 433
• Summary = 435
• Key Terms and Concepts = 436
• Suggested Readings = 436
• 14 Origins, Modification, and Stability of Intellectual Differences = 437
• A Transactional Approach to the Study of Intelligence = 439
• Behavioral Genetics and the Heritability of Intelligence = 441
• The Concept of Heritability = 441
• Elementary Cognitive Tasks and Intelligence = 443
• Familial Studies of Intelligence = 444
• Experience and Intelligence = 452
• Establishing Intellectual Competence = 452
• Modification and Maintenance of Intellectual Functioning = 458
• Modification of Retardation Caused by Early Experience = 459
• How Modifiable Is Human Intelligence? = 466
• The Stability of Intelligence = 466
• Defining Stability = 467
• Predicting Later Intelligence from Tests in Infancy = 467
• The Stability of IQ Scores over Childhood = 471
• Patterns of IQ Change During Childhood = 472
• Has Intelligence Changed During this Century? = 475
• Summary = 476
• Note = 477
• Key Terms and Concepts = 477
• Suggested Readings = 477
• Epilogue : Cognitive Development : What Changes and How? = 479
• Seven "Truth" about Cognitive Development = 479
• Diversity of Opinions, but a Single Science = 487
• Glossary = 488
• References = 503
• Author Index = 561
• subject Index = 573