| Description |
1 online resource (xvii, 378 pages) : illustrations |
| Physical Medium |
polychrome |
| Description |
text file |
| Note |
Based on a conference held in Oct. 2001 at New York University. |
| Bibliography |
Includes bibliographical references and indexes. |
| Contents |
Cognitive functions of language in early childhood / Katherine Nelson -- Seeing objects as symbols and symbols as objects : language and the development of dual representation / Bruce D. Homer & Katherine Nelson -- On the possible roots of cognitive flexibility / Sophie Jacques & Phil Zelazo -- Perceiving social affordances : the development of emotional understanding / Arlene Walker-Andrews -- Discerning intentions : characterizing the cognitive system at play / Dare Baldwin -- Social referencing in infant motor action / Catherine S. Tamis-LeMonda & Karen Adolph -- Is joint attention necessary for early language learning? / Nameer Akhtar -- Attachment, theory of mind, and delay of gratification / Chris Moore & Doug Symons -- Theory of mind, language, and learning in the early years : developmental origins of school readiness / Janet Astington & Jan Pelletier -- Teaching and learning as intentional activities / Doug Frye & Margalit Ziv -- Gesture in social interactions : a mechanism for cognitive change / Susan Goldin-Meadow -- Pathways of narrative meaning construction / Jens Brockmeier -- Parent-child reminiscing and the construction of a subjective self / Robyn Fivush & Catherine A. Haden -- Autobiographical memory in the developmental niche : a cross-cultural perspective / Michelle Leichtman & Qi Wang. |
| Summary |
"Each of the chapters in this volume examines a unique aspect of the interplay between children's cognitive development and their social interactions. The book is organized into four thematic sections, each introduced by an integrative overview. The first section, Language and Cognition, examines the function of language in young children's lives. The second section, Intentionality and Communication, explores young children's understanding of intentions and their verbal and non-verbal communication. The third section, Theory of Mind and Pedagogy, examines the ways in which developments in cognitive and communicative skills transform children's participation in the process of teaching and learning. The final section, Narrative and Autobiographical Memory, looks at the effects of narrative on young children's understanding of themselves and their world."--Jacket. |
| Local Note |
eBooks on EBSCOhost EBSCO eBook Subscription Academic Collection - North America |
| Subject |
Child psychology -- Congresses.
|
|
Child psychology. |
|
Cognition in children -- Congresses.
|
|
Cognition in children. |
|
Social perception in children -- Congresses.
|
|
Social perception in children. |
|
Children -- Language -- Congresses.
|
|
Children -- Language. |
|
Philosophy of mind in children -- Congresses.
|
|
Philosophy of mind in children. |
|
Child Development. |
|
Child. |
|
Cognition. |
|
Communication. |
|
Language Development. |
|
Social Perception. |
| Genre/Form |
Electronic books.
|
|
Conference papers and proceedings.
|
| Subject |
Children. |
| Genre/Form |
Conference papers and proceedings.
|
| Added Author |
Homer, Bruce D.
|
|
Tamis-LeMonda, Catherine S. (Catherine Susan), 1958-
|
| Other Form: |
Print version: Development of social cognition and communication 0805843221 (DLC) 2005040252 (OCoLC)57529657 |
| ISBN |
9781317778127 (electronic book) |
|
131777812X (electronic book) |
|
0805843221 |
|
9780805843224 |
|
