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派博传思国际中心 »期刊书目

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Titlebook: Emerging Themes in Cognitive Development; Volume I: Foundation Mark L. Howe,Robert Pasnak Book 1993 Springer-Verlag New York Inc. 1993 deve

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书目名称Emerging Themes in Cognitive Development
副标题Volume I: Foundation
编辑Mark L. Howe,Robert Pasnak
视频video
图书封面Titlebook: Emerging Themes in Cognitive Development; Volume I: Foundation Mark L. Howe,Robert Pasnak Book 1993 Springer-Verlag New York Inc. 1993 deve
描述.Emerging Themes in Cognitive Development, Volumes I and II. offer the full spectrum of current knowledge and research trends in cognitive developmental psychology. The first volume provides a foundation by describing key discoveries in new areas of research and by thoroughly examining fundamental aspects of the field, including several demonstrations of formal modeling; the gains in prediction and precision that can be won by such mathematical analyses are the hallmark of cognitive development as a maturing science. The second volume traces the development of cognitive competence - denoting a change or increment in cognitive proficiency, understanding, or mastery - and includes analyses of innovative and previously unpublished studies. The primary challenge issued by many of the authors in this volume is to ensure the incorporation of new knowledge into educational practices. These volumes, which are milestones in cognitive developmental psychology, interest every researcher in the field.
出版日期Book 1993
关键词development; developmental psychology; memory; online; philosophy; psychology; statistics
版次1
doihttps://doi.org/10.1007/978-1-4613-9220-0
isbn_softcover978-1-4613-9222-4
isbn_ebook978-1-4613-9220-0
copyrightSpringer-Verlag New York Inc. 1993
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978-1-4613-9222-4Springer-Verlag New York Inc. 1993
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Katsuyoshi Kondoh,Chen Biao,Junko Umedamory, retrieving names from long-term memory, verifying the truth of arithmetic statements, and reasoning analogically, the results are the same: Adults respond substantially more rapidly than do children (e.g., Ashcraft & Fierman, 1982; Bisanz, Danner, & Resnick, 1979; Sternberg & Rifkin, 1979). It
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Yasumasa Hasegawa,Hidetoshi Fukuyamaual differences are considered. However, a common occurrence is to find, even after careful stratification on variables thought to covary with the responses of concern, that the responses of some children appear quite different from the responses of others. Again, the nature of such differences will
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Paolo Martelletti,Lars Edvinssonces. Justifiably then, those interested in the basic issues of a discipline are asked to speak to the potential contribution and benefits that would be derived from the funding of their endeavors. One theme of justification that is common, but not unique, to basic scientific psychological research i
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