資料詳細

  • 1 件中、 1 件目

[ 洋図書 ] The Cambridge handbook of cognitive development /

edited by Olivier Houdé, University of Paris, Grégoire Borst, University of Paris. -- Cambridge University Press, -- 2022, --

所蔵

所蔵は 1 件です。

所蔵館 所蔵場所 資料区分 請求記号 資料コード 所蔵状態 資料の利用
配架日 協力貸出 利用状況 返却予定日 資料取扱 予約数 付録注記 備考
中央 3階C 一般洋図書 F/143.0/C17/C2 7115741219 配架図 Digital BookShelf
2023/04/19 可能 利用可   0
Eメールによる郵送複写申込みは、「東京都在住」の登録利用者の方が対象です。

ページの先頭へ

資料詳細 閉じる

ISBN 1108423876 (hardcover)
ISBN13桁 9781108423878 (hardcover)
無効なISBN等 9781108399838 (electronic publication)
テキストの言語 英語                  
分類：NDC10版 143
本タイトル The Cambridge handbook of cognitive development /
著者名 edited by Olivier Houdé, University of Paris, Grégoire Borst, University of Paris.
出版地・頒布地 New York, NY :
出版者・頒布者名 Cambridge University Press,
出版年・頒布年 2022,
数量 xvi, 710 pages, 44 unnumbered pages of plates :
他の形態的事項 illustrations (some color) ;
大きさ 25 cm.
書誌注記 Includes bibliographical references and index.
内容注記 Introduction: Cognitive Development Studies: From the History of Psychology to the Current Trends in Cognitive Sciences / Olivier Houdé and Grégoire Borst -- Part I Neurobiological Constraints and Laws of Cognitive Development -- How Life Regulation and Feelings Motivate the Cultural Mind: A Neurobiological Account / Antonio Damasio, Hanna Damasio -- Epigenesis, Synapse Selection, Cultural Imprints, and Human Brain Development: From Molecules to Cognition / Jean-Pierre Changeux -- Mapping the Human Brain from the Prenatal Period to Infancy Using 3D Magnetic Resonance Imaging : Cortical Folding and Early Grey and White Maturation Processes / Arnaud Cachia, Jean-François Mangin, Jessica Dubois -- Development and Maturation of the Human Brain, from Infancy to Adolescence / Tomáš Paus -- Genetic and Experiential Factors in Brain Development : The Examples of Executive Attention and Self-regulation / Michael I. Posner and Mary K. Rothbart -- Brain Basis Underlying the Transition from Adolescence to Adulthood / Beatriz Luna, Orma Ravindranath, Bart Larsen and Ashley Parr -- Part II Fundamentals of Cognitive Development from Infancy to Adolescence and Young Adulthood -- Introduction: Assembling the Building Blocks of Cognition in a Non-linear Dynamical System of Development / Grégoire Borst, Olivier Houdé -- Subpart II. 1 Infancy: The Roots of Human Thinking -- Differences between Humans, Great Apes and Monkeys in Cognition, Communication, Language and Morality / Jacques Vauclair -- Infants' Physical Reasoning and the Cognitive Architecture that Supports It / Yi Lin, Maayan Stavans and Renée Baillargeon -- Infant Categorization / David H. Rakison, Deon T. Benton and Phuong Ngoc Dinh -- Foundational Considerations : Does Primitive Number Sense Provide a Foothold for Learning Formal Mathematics? / Kristy VanMarle -- How Sophisticated Is Infants' Theory of Mind? / Rose M. Scott, Erin Roby, Renée Baillargeon -- Social Cognition and Moral Evaluation in Early Human Childhood / Andreas Falck, Brent Strickland, Pierre Jacob -- Scientific Thinking and Reasoning in Infants and Young Children / Mariel K. Goddu and Alison Gopnik -- Computational Approaches to Cognitive Development : Bayesian and Artificial-Neural-Network Models / Ardavan S. Nobandegani, Thomas R. Shultz -- Subpart II.2 Childhood and Adolescence: The Development of Human Thinking -- Development of Qualitative Thinking : Language and Categorization / Susan A. Gelman -- Development of Numerical Knowledge / Robert S. Siegler -- Numerical Cognition and Executive Functions : Development As Progressive Inhibitory Control of Misleading Visuospatial Dimensions / Margot Roell, Olivier Houdé, Grégoire Borst, Arnaud Viarouge -- Developing Theory of Mind and Counterfactual Reasoning in Children / Josef Perner, Eugenia Kulakova and Eva Rafetseder -- Development of Executive Function Skills in Childhood : Relevance for Important Life Outcomes / Keith Happaney, Philip David Zelazo -- Developing Cognitive Control and Flexible Adaptation during Childhood / Nicolas Chevalier, Agnès Blaye -- Reasoning Bias and Dual Process Theory : Developmental Considerations and Current Directions / Darren Frey, Wim De Neys -- Social Cognitive Development : The Intergroup Context / Lisa Chalik, Antonia Misch and Yarrow Dunham -- Behavioral and Neural Development of Cognitive Control and Risky Decision-Making across Adolescence / Neeltje E. Blankenstein, Jiska S. Peper, Eveline A. Crone -- The Triadic Neural Systems Model through a Machine-Learning Mill / Monique Ernst, Josh Gowin and Claudie Gaillard -- Part III Education and School-Learning Domains -- Linking Cognitive Neuroscientific Research to Educational Practice in the Classroom / Nathan T. T. Lau and Daniel Ansari -- Literacy: Understanding Normal and Impaired Reading Development through Personalized Large-Scale Neurocomputational Models / Johannes C. Ziegler, Conrad Perry and Marco Zorzi -- Reasoning in Mathematical Development : Neurocognitive Foundations and Their Implications for the Classroom / Jérôme Prado, Marie-Line Gardes -- Children's Scientific Reasoning Skills in Light of General Cognitive Development / Peter A. Edelsbrunner, Ralph Schumacher and Elsbeth Stern -- Working Memory Training : From the Laboratory to Schools / Torkel Klingberg, Bruno Sauce -- Interventions for Improving Executive Functions during Development: Working Memory, Cognitive Flexibility, and Inhibition / Nikolaus Steinbeis and Claire Rosalie Smid -- Curiosity-Driven Learning in Development : Computational Theories and Educational Applications / Pierre-Yves Oudeyer -- Neurocomputational Methods : From Models of Brain and Cognition to Artificial Intelligence in Education / Michael S. C. Thomas, Kaska Porayska-Pomsta.
要約、抄録、注釈等 "The scientific study of cognitive development in young children traces its roots back to Jean Piaget, a pioneer of this field in the twentieth century (Piaget, 1954, 1983). From infancy to adolescence, children progress through four psychological stages: (1) the sensorimotor stage from birth to two years (when cognitive functioning is based primarily on biological reactions, motor skills and perceptions); (2) the preoperational stage from two to seven years (when symbolic thought and language become prevalent, but reasoning is illogical by adult standards); (3) the concrete operations stage from seven to twelve years (when logical reasoning abilities emerge but are limited to concrete objects and events); and (4) the formal operations stage at approximately twelve years (when thinking about abstract, hypothetical, and contrary-to-fact ideas becomes possible). According to Piaget, the child, like the logician or mathematician, "models" objects, their properties, and their relations through a succession of cognitive frameworks, from primary biological reactions and motor skills to high-order formal thinking. After the age of twelve, children model a formal hypothetico-deductive logic that ultimately resembles the rational logic of scientists and mathematicians. Piaget was the first psychologist to take children's thinking seriously. His genius was based on the idea of building his child development theory on triple roots in epistemological, biological, and logico-mathematical foundations. Consequently, Piaget is now recognized as one of the precursors of cognitive science during the last century (Fischer & Kaplan, 2003)"--Provided by publisher.
個人件名 Piaget, Jean,
生没年等 1896-1980.
著者標目 Houdé, Olivier.
Borst, Grégoire, 1977-
一般件名 Cognition in children.
Developmental psychology.
資料情報1 『The Cambridge handbook of cognitive development /』　edited by Olivier Houdé, University of Paris, Grégoire Borst, University of Paris.　Cambridge University Press,　2022, （所蔵館：中央　 請求記号：F/143.0/C17/C2　 資料コード：7115741219）
URL https://catalog.library.metro.tokyo.lg.jp/winj/opac/switch-detail.do?lang=ja&bibid=1352056715

ページの先頭へ