Cognitive development : theories, stages and processes and challenges / Ruoling Chen, editor.

Format:

Book

Contributor:

Chen, Ruoling, editor.

Series:

Psychology research progress series.

Psychology Research Progress

Language:

English

Subjects (All):

Cognition.

Physical Description:

1 online resource (307 p.)

Place of Publication:

New York : Nova Publishers, 2014.

Language Note:

English

Summary:

Cognitive function is crucial to human beings right across the life course. Developed in an early age, cognitive function is influenced by environmental factors, changing over time. This book has reviewed and updated some areas on cognitive development, processes and challenges. Across 11 chapters, the book covers topics ranging from theory explorations to original studies in the real world. This book offers important insight into a theoretical understanding of the basic cognitive processes involved in the generation of new knowledge and ways in which to promote the development of learning and semantic memory. Cognitive development and its relation to emotional development is examined, and how traditional and current theories of cognitive development provide a framework for understanding the development of emotional processing in children. Children's conceptual development and cross-classification theories have been reviewed, particularly examining how children use classification, the ability to group items into categories, to structure the world into meaningful units. The effects of different parent-child activities on early literacy have been examined with a discussion on the contribution of different parent-child dyadic activities at home in promoting skills that pave the way to reading and spelling acquisition. On determining the relations among parenting, socio-emotional engagement, shared practices, language and perspective taking skills, new data shows that constructivist approaches provide a powerful way to investigate the development of children's social cognition. They also indicate that maternal factors and mother-child shared practices facilitate a child's mastery of sentential complements, conversation skill, and explicit perspective taking skills. In particular, this book has explored the face-inversion effect in children, with new perspectives indicating that expert face processing mechanisms are only employed for the recognition of faces from the age of 10, but inexpert mechanisms were employed prior to this age.

Notes:

Description based upon print version of record.

Includes bibliographical references at the end of each chapters and index.

Description based on print version record.

ISBN:

1-63117-611-0