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Although current views of cognitive development owe a great deal to Jean Piaget, this field has undergone profound change in the years since Piaget''s death. This can be witnessed both in the influence connectionist and dynamical system models have exerted on theories of cognition and language, and in how basic work in cognitive development has begun to influence those who work in applied (e.g., educational) settings. This volume brings together an eclectic group of distinguished experts who collectively represent the full spectrum of basic to applied aspects of cognitive development. This book begins with chapters on cognition and language that represent the current Zeitgeist in cognitive science approaches to cognitive development broadly defined. Following a brief commentary on this work, the next section turns to more applied issues. Although the focus here is on arithmetic learning, the research programs described have profound implications for virtually all aspects of education and learning. The last chapter views cognitive development from the perspective of ethology and evolutionary biology, and in so doing provides a theoretical perspective that is novel and in some ways, prescient: specifically, how can our views of cognition incorporate recent work in biology?

First Published in 1988. Routledge is an imprint of Taylor & Francis, an informa company.

First Published in 1991. Routledge is an imprint of Taylor & Francis, an informa company.

This book brings together experts in developmental and clinical psychology and behavorial neuroscientists concerned with the course of developmental in the face of pre and perinatal adversity. For graduate-level researchers and academics

This is the 33rd volume in the Minnesota Symposium on Child Psychology held in October 2002. The symposium was held to honor the scientific and mentoring contributions of Anne Danielson Pick and Herbert L. Pick, Jr.--two longtime and beloved professors o

This volume is at once a tightly focussed exploration of one of the hottest areas in social and developmental psychology, and also a tribute to one of the field's leaders. For social & dev psychologists, educators, & family studies specialists.

This text deals with the effects of adversity in early childhood on neurobehavioural development.

This volume covers the 22nd Annual Minnesota Symposia on Child Psychology. The theme of the conference was the use of a systematic approach to the study of development. An analysis of systems theory, its applications to the study of development, its benefits, and its drawbacks are considered. The contributors, among the leaders in this field, discuss the application of systems concepts to the analysis of core issues in areas as diverse as motor and social development.

As in recent years, a thematic concept was selected over a general one for the 26th annual Minnesota Symposium on Child Psychology. In this case the relation between memory and affect was targeted for two reasons. The first concerned the a priori theoretical relation between these content areas. The second concerned the observation that memory and affect have historically been studied as separate content areas--an unfortunate decision considering the potential of each area to inform the other. To redress this, investigators working on the relation between memory and affect were identified. Their presentations are also anchored by one or two presentations on either memory or affect. Those familiar with the broader domain of developmental psychology will readily identify this volume in the series as filling the void left by the lack of integration across domains of study.

This volume explores cultural issues in child development, which have come to be considered primary cross-cutting factors in every aspect of development. For cross-cultural, social, and developmental psychologists, anthropologists, and sociologists.

First Published in 1981. Routledge is an imprint of Taylor & Francis, an informa company.

First Published in 1984. Routledge is an imprint of Taylor & Francis, an informa company.

Psychology's recent immersion in risk research has begun to focus on the effects and consequences produced by the multiple aspects of risk on individual adaptation. This volume concentrates on threats to optimal development in multiple contexts.

Based on the 26th Annual Minnesota Symposia on Child Psychology, this text includes chapters on the following: identifying subsystems of autobiographical memory; emotional content of parent-child conversations about the past; and understanding children's memories of medical procedures.

First Published in 1991. Routledge is an imprint of Taylor & Francis, an informa company.

First Published in 1989. Routledge is an imprint of Taylor & Francis, an informa company.

This volume addresses how the study of social development has altered by emphasis on research questions and techniques for studying children and adolescents in context of their significant dyadic relationships. It reports on research and reflects on implications for developmental psychology.

This volume covers basic to applied aspects of cognitive development. It begins with chapters on cognition and language that represent the current Zeitgeist in cognitive science approaches to cognitive development broadly defined.

First Published in 1992. Routledge is an imprint of Taylor & Francis, an informa company.