Автор: Baron-cohen, Simon Название: Mindblindness ISBN: 026252225X ISBN-13(EAN): 9780262522250 Издательство: MIT Press Рейтинг: Цена: 53650.00 T Наличие на складе: Ожидается поступление. Описание:
In Mindblindness, Simon Baron-Cohen presents a model of the evolution and development of "mindreading." He argues that we mindread all the time, effortlessly, automatically, and mostly unconsciously. It is the natural way in which we interpret, predict, and participate in social behavior and communication. We ascribe mental states to people: states such as thoughts, desires, knowledge, and intentions.
Building on many years of research, Baron-Cohen concludes that children with autism, suffer from "mindblindness" as a result of a selective impairment in mindreading. For these children, the world is essentially devoid of mental things.
Baron-Cohen develops a theory that draws on data from comparative psychology, from developmental, and from neuropsychology. He argues that specific neurocognitive mechanisms have evolved that allow us to mindread, to make sense of actions, to interpret gazes as meaningful, and to decode "the language of the eyes."
A Bradford Book
Автор: Keil, Frank C. Название: Concepts, Kinds, And Cog ISBN: 0262610760 ISBN-13(EAN): 9780262610766 Издательство: MIT Press Рейтинг: Цена: 39500.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: In Concepts, Kinds, and Cognitive Development, Frank C. Keil provides a coherent account of how concepts and word meanings develop in children, adding to our understanding of the representational nature of concepts and word meanings at all ages.
Keil argues that it is impossible to adequately understand the nature of conceptual representation without also considering the issue of learning. Weaving together issues in cognitive development, philosophy, and cognitive psychology, he reconciles numerous theories, backed by empirical evidence from nominal kinds studies, natural-kinds studies, and studies of fundamental categorical distinctions. He shows that all this evidence, when put together, leads to a better understanding of semantic and conceptual development.
The book opens with an analysis of the problems of modeling qualitative changes in conceptual development, investigating how concepts of natural kinds, nominal kinds, and artifacts evolve.
The studies on nominal kinds document a powerful and unambiguous developmental pattern indicating a shift from a reliance on global tabulations of characteristic features to what appears to be a small set of defining ones. The studies on natural kinds document an analogous shift toward a core theory instead of simple definition. Both sets of studies are strongly supported by cross cultural data.
While these patterns seem to suggest that the young child organizes concepts according to characteristic features, Keil argues that there is a framework of conceptual categories and causal beliefs that enables even very young children to understand kinds at a deeper, theoretically guided, level. This account suggests a new way of understanding qualitative change and carries strong implications for how concepts are represented at any point in development.
A Bradford Book
Автор: Scholnick Ellin Kofsky, Nelson Katherine, Gelman Susan A. Название: Conceptual Development: Piaget`s Legacy ISBN: 1138012440 ISBN-13(EAN): 9781138012448 Издательство: Taylor&Francis Рейтинг: Цена: 57150.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: This volume includes contributions from scholars examining conceptual development in a variety of scientific domains. It will be of interest to all who study children`s thinking, whether from psychological, educational, or philosophical perspectives.
Автор: Soenens, Bart Название: Autonomy in Adolescent Development ISBN: 1138640611 ISBN-13(EAN): 9781138640610 Издательство: Taylor&Francis Рейтинг: Цена: 148010.00 T Наличие на складе: Есть у поставщика Поставка под заказ.
Автор: Case, Robbie Название: The Mind`s Staircase ISBN: 0805803246 ISBN-13(EAN): 9780805803242 Издательство: Taylor&Francis Рейтинг: Цена: 37760.00 T Наличие на складе: Нет в наличии.
Автор: Gopnik, Alison Название: Words, Thoughts, And The ISBN: 0262571269 ISBN-13(EAN): 9780262571265 Издательство: MIT Press Рейтинг: Цена: 28210.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: Words, Thoughts, and Theories articulates and defends the "theory theory" of cognitive and semantic development--the idea that infants and young children, like scientists, learn about the world by forming and revising theories, a view of the origins of knowledge and meaning that has broad implications for cognitive science.
Название: Converging perspectives on conceptual change ISBN: 1138205400 ISBN-13(EAN): 9781138205406 Издательство: Taylor&Francis Рейтинг: Цена: 38780.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: Leading international scholars show how distinct interdisciplinary lines of research and inquiry complement each other and converge over time raising questions for the future of conceptual change research. Areas include process, modelling and argumentation, metacognition and epistemology, language and discourse, identity and social interaction.
Автор: Harmon R. Holcomb III Название: Conceptual Challenges in Evolutionary Psychology ISBN: 1402001339 ISBN-13(EAN): 9781402001338 Издательство: Springer Рейтинг: Цена: 139750.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: Its scope is intended to span the full range of interests from classical problems in the philosophy of mind and philosophical psychology through issues in cognitive psychology and sociobiology (concerning the mental capabilities of other species) to ideas related to artificial intelligence and to computer science.
Название: Attachment and family systems ISBN: 1583913513 ISBN-13(EAN): 9781583913512 Издательство: Taylor&Francis Рейтинг: Цена: 137810.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: Addresses the undeniable overlap between two systems of thought that deal with the nature of interpersonal relationships and how these impact functioning.
Автор: Leuzinger-Bohleber, Maria Название: Early Development and its Disturbances ISBN: 1855757451 ISBN-13(EAN): 9781855757455 Издательство: Taylor&Francis Рейтинг: Цена: 47970.00 T Наличие на складе: Нет в наличии.
Автор: Scholnick, Ellin Kofsky Название: New Trends in Conceptual Representation ISBN: 0898592607 ISBN-13(EAN): 9780898592603 Издательство: Taylor&Francis Рейтинг: Цена: 148010.00 T Наличие на складе: Нет в наличии.
Автор: Howe Название: Conceptual Structure in Childhood and Adolescence ISBN: 1138647896 ISBN-13(EAN): 9781138647893 Издательство: Taylor&Francis Рейтинг: Цена: 148010.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание:
'Heat breaks up charcoal and puts sulphur dioxide in'; 'The air pulls faster on heavy masses.' These and other similar statements by school-aged children untutored in physics carry two messages. First, children's pre-instructional conceptions of the physical world are a far cry from the received wisdom of science; second, despite their lack of orthodoxy, children's conceptions carry a definite sense of causal mechanism. This sense of mechanism is the focal concern of this book, originally published in 1998, for it raises issues of central importance to both psychological theory and educational practice.
In particular, some psychologists have claimed that human cognition is organised around causal mechanisms along the lines of a theory. This carries specific implications for teaching. Does the existence in children's thinking of causal mechanisms relating to the physical world support these psychologists? Does this have consequences for the teaching of science?
Christine Howe reviews evidence relating to pre-instructional conceptions in three broad topic areas: heat and temperature; force and motion; floating and sinking. A wide range of published work is discussed, including the author's own research. In addition, a new study covering all three topic areas is reported for the first time. The message is that causal mechanisms can indeed play an organising role, that untutored cognition can in other words be genuinely theoretical. However, this tendency is highly domain-specific, occurring in some topic areas but not in others.
Having drawn these conclusions, Christine Howe discusses their meaning in terms of both cognitive development and educational practice. A model is outlined which synthesises Piagetian action-groundedness with Vygotskyan cultural-symbolism and has a distinctive message for classrooms. This title will be useful to cognitive and developmental psychologists and to science educators alike.
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