{"product_id":"the-wiley-blackwell-handbook-of-childhood-cognitive-development-isbn-9781405191166","title":"The Wiley-Blackwell Handbook of Childhood Cognitive Development","description":"This definitive volume is the result of collaboration by top scholars in the field of children's cognition.  \u003cul\u003e \u003cli\u003eNew edition offers an up-to-date overview of all the major areas of importance in the field, and includes new data from cognitive neuroscience and new chapters on social cognitive development and language \u003c\/li\u003e \u003cli\u003eProvides state-of-the-art summaries of current research by international specialists in different areas of cognitive development\u003c\/li\u003e \u003cli\u003eSpans aspects of cognitive development from infancy to the onset of adolescence\u003c\/li\u003e \u003cli\u003eIncludes chapters on symbolic reasoning, pretend play, spatial development, abnormal cognitive development and current theoretical perspectives\u003c\/li\u003e \u003c\/ul\u003e  \u003cp\u003eAcknowledgements x\u003c\/p\u003e \u003cp\u003eList of Contributors xi\u003c\/p\u003e \u003cp\u003eIntroduction 1\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart I Infancy: The Origins of Cognitive Development 5\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e1 How Do Infants Reason About Physical Events? 11\u003cbr\u003e \u003ci\u003eRenée Baillargeon, Jie Li, Yael Gertner, and Di Wu\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e2 Social Cognition and the Origins of Imitation, Empathy, and Theory of Mind 49\u003cbr\u003e \u003ci\u003eAndrew N. Meltzoff\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e3 Kinds of Agents: The Origins of Understanding Instrumental and Communicative Agency 76\u003cbr\u003e \u003ci\u003eGyörgy Gergely\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e4 Social Cognition and Social Motivations in Infancy 106\u003cbr\u003e \u003ci\u003eMalinda Carpenter\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e5 Born to Categorize 129\u003cbr\u003e \u003ci\u003ePaul C. Quinn\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e6 Early Memory Development 153\u003cbr\u003e \u003ci\u003ePatricia J. Bauer, Marina Larkina, and Joanne Deocampo\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e7 Early Word-Learning and Conceptual Development: Everything Had a Name, and Each Name Gave Birth to a New Thought 180\u003cbr\u003e \u003ci\u003eSandra R. Waxman and Erin M. Leddon\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart II Cognitive Development in Early Childhood 209\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e8 Development of the Animate–Inanimate Distinction 213\u003cbr\u003e \u003ci\u003eJohn E. Opfer and Susan A. Gelman\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e9 Language Development 239\u003cbr\u003e \u003ci\u003eMichael Tomasello\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e10 Developing a Theory of Mind 258\u003cbr\u003e \u003ci\u003eHenry M. Wellman\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e11 Pretend Play and Cognitive Development 285\u003cbr\u003e \u003ci\u003eAngeline Lillard, Ashley M. Pinkham, and Eric Smith\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e12 Early Development of the Understanding and Use of Symbolic Artifacts 312\u003cbr\u003e \u003ci\u003eJudy S. DeLoache\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart III Topics in Cognitive Development in Childhood 337\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e13 Memory Development in Childhood 347\u003cbr\u003e \u003ci\u003eWolfgang Schneider\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e14 Causal Reasoning and Explanation 377\u003cbr\u003e \u003ci\u003eBarbara Koslowski and Amy Masnick\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e15 Inductive and Deductive Reasoning 399\u003cbr\u003e \u003ci\u003eUsha Goswami\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e16 The Development of Moral Reasoning 420\u003cbr\u003e \u003ci\u003eLarry P. Nucci and Matthew Gingo\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e17 Spatial Development: Evolving Approaches to Enduring Questions 446\u003cbr\u003e \u003ci\u003eLynn S. Liben and Adam E. Christensen\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e18 Children's Intuitive Physics 473\u003cbr\u003e \u003ci\u003eFriedrich Wilkening and Trix Cacchione\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e19 What is Scientific Thinking and How Does it Develop? 497\u003cbr\u003e \u003ci\u003eDeanna Kuhn\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e20 Reading Development and Dyslexia 524\u003cbr\u003e \u003ci\u003eMargaret J. Snowling and Silke M. Göbel\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e21 Children's Understanding of Mathematics 549\u003cbr\u003e \u003ci\u003ePeter Bryant and Terezinha Nuñes\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e22 Executive Function in Typical and Atypical Development 574\u003cbr\u003e \u003ci\u003ePhilip David Zelazo and Ulrich Müller\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e23 Language and Cognition: Evidence from Disordered Language 604\u003cbr\u003e \u003ci\u003eBarbara Dodd and Sharon Crosbie\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e24 The Empathizing-Systematizing (E-S) Theory of Autism: A Cognitive Developmental Account 626\u003cbr\u003e \u003ci\u003eSimon Baron-Cohen\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart IV Theories of Cognitive Development 641\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e25 Piaget's Theory: Past, Present, and Future 649\u003cbr\u003e \u003ci\u003ePatricia H. Miller\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e26 Vygotsky and Psychology 673\u003cbr\u003e \u003ci\u003eHarry Daniels\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e27 Information-Processing Models of Cognitive Development 697\u003cbr\u003e \u003ci\u003eGraeme S. Halford and Glenda Andrews\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e28 Neuroconstructivism 723\u003cbr\u003e \u003ci\u003eGert Westermann, Michael S. C. Thomas, and Annette Karmiloff-Smith\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e29 Individual Differences in Cognitive Development 749\u003cbr\u003e \u003ci\u003eRobert J. Sternberg\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIndex 775\u003c\/p\u003e \"All these will find the material in this new companion topical and challenging . . The essays are provided with generous and well-chosen lists of further reading, and many of the works will or should be in any well-stocked academic or research library\". (Reference Reviews, 2011)  \u003cp\u003e \"This is an authoritative, comprehensive and cutting-edge account of psychological theory and research on children's cognitive development from infants to early adolescence. Written by a cast of world leading academics, this handbook provides a single volume resource that covers all the major topics...This second edition reflects the significant developments within the field arising from the latest cognitive neuropsychological research...This handbook brings together such a wealth of material to constitute possibly the single best reference book in its subject area and, as such, should serve as a key text for advanced students, researchers and practitioners.\" (The Psychologist, May 2011)\u003c\/p\u003e  \u003cp\u003e \"Overall, the handbook is a thoughtful and valuable reference work, to which users can refer for an impressive range of research.\" (Julia Carroll, \u003ci\u003eJournal of Child Psychology and Psychiatry\u003c\/i\u003e, 44:6)\u003c\/p\u003e  \u003cp\u003e \"Though the structure of this book is similar to other volumes in the series, I welcome it with even greater enthusiasm than the rest. While they all summarise and review the latest scientific research in their particular area of child development, research in the field of infant cognition has, in the last few years, completely overturned all previous conceptions. This volume, therefore, not only summarises and updates the literature in its field, but also replaces much of it ... at the moment this book series is the cutting edge ... As with other volumes in the series, all libraries serving postgraduate level studies in psychology and related disciplines should seriously consider acquisition.\" (Martin Guha, Librarian, Institute of Psychiatry, \u003ci\u003eReference Reviews\u003c\/i\u003e, 17 February 2\u003ci\u003e003\u003c\/i\u003e)\u003c\/p\u003e  \u003cp\u003e \"Summing up: Highly recommended. Upper-division undergraduates through faculty and professionals.\" (K.L. Hartlep, California State University, Bakersfield, \u003ci\u003eChoice\u003c\/i\u003e, March 2003)\u003c\/p\u003e  \u003cp\u003e \"The book is a timely addition to to the literature on infant and child cognitive development... The significant value of this volume lies in the breadth of its coverage and the sheer comprehensiveness of its execution... For academics and researchers in the field of infant and child cognitive development this is an invaluable resource that encompasses the current state of knowledge in this central developmental area.\" (Mark Tomlinson, \u003ci\u003eJournal of Child and Adolescent Mental Health\u003c\/i\u003e, 2005, 17(2))\u003c\/p\u003e \u003cb\u003eUsha Goswami\u003c\/b\u003e is Professor of Education at the University of Cambridge and a Fellow of St John's College, Cambridge. She is also Director of the Centre for Neuroscience in Education, which carries out research into the brain basis of literacy, numeracy, dyslexia, and dyscalculia. Dr Goswami has received numerous awards for her work, including the British Psychology Society Spearman Medal, the Norman Geschwind-Rodin Prize for Dyslexia research, and fellowships from the Leverhulme Trust in the United Kingdom, the National Academy of Education in the United States, and the Alexander von Humboldt Foundation in Germany.  Few areas of research have yielded more exciting results in recent years than studies on infant and childhood cognition. Reflecting great strides undertaken in this important field, the new edition of \u003ci\u003eThe Wiley-Blackwell Handbook of Childhood Cognitive Development\u003c\/i\u003e presents a thorough and authoritative overview of the latest research on various areas of a child's cognitive development, including the newest data from cognitive neuroscience.  \u003cp\u003eTop scholars in their respective fields have either updated contributions from the first edition by incorporating their latest findings and developments or, in several instances, provided entirely new chapters. Important issues such as categorization, memory, and reasoning are revisited, along with all-new entries on social cognitive development and language. Other topics addressed include moral and symbolic development, pretend play, spatial development, and the historical and contemporary theoretical perspectives that inform cognitive development.\u003c\/p\u003e \u003cp\u003e\u003ci\u003eThe Wiley-Blackwell Handbook of Childhood Cognitive Development\u003c\/i\u003e, Second Edition, is an invaluable resource on the latest research and theories that shape our understanding of the crucial cognitive development of a child, from infancy to the onset of adolescence.\u003c\/p\u003e  \"This Handbook contains new insights from developmental neuroscience and comprehensive reviews of theories and research in virtually all area of cognitive development. The authors constitute a Who's Who list of eminent European and American scholars.\"\u003cbr\u003e —\u003cb\u003eRobert Siegler\u003c\/b\u003e, Teresa Heinz Professor, Carnegie Mellon University  \u003cp\u003e\"Usha Goswami has assembled all the best people to present all the important topics in children's cognitive development. This handbook is an indispensable introduction to the field.\"\u003cbr\u003e \u003cb\u003e—Nora S. Newcombe\u003c\/b\u003e, Temple University\u003c\/p\u003e","brand":"Wiley-Blackwell","offers":[{"title":"Default Title","offer_id":47990369386725,"sku":"NP9781405191166","price":263.95,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1842\/7735\/files\/9781405191166.jpg?v=1761787547","url":"https:\/\/k12savings.com\/es\/products\/the-wiley-blackwell-handbook-of-childhood-cognitive-development-isbn-9781405191166","provider":"K12savings","version":"1.0","type":"link"}