Cognitive Development (4e)

Cutting-edge and “big-picture” in perspective, this popular introduction to cognitive development focuses on both the fascinating nature of children's thinking and the excitement and change in work in this area. Using an integrated topical approach, it explores the numerous forms of childhood cognition including perception, memory, and language. More theoretically balanced than other texts, it considers the full spectrum of approaches—from Piaget's developmental stages, to information-processing (including connectionism), dynamic systems, contextual, theory-change, neo-Piagetian, evolutionary, neuroscience, and constraint approaches.

• More theoretical frameworks—Features a balance between Piaget and his developmental-stages conception of cognitive growth, and information-processing (including connectionism), dynamic systems, contextual, theory-change, neo-Piagetian, evolutionary, neuroscience, and constraint approaches.

  • Text is more balanced in its perspectives than most others, and content is in keeping with recent advancements in the field. Ex.___

• Expanded coverage of infancy—Now features two chapters: one on perception and one on cognition.

  • Reflects the dramatic surge of interest in early competencies in recent years. Ex.___

• Reorganized coverage of preschool and grade school/adolescence—Now features two chapters: “Representations and Concepts” and “Reasoning and Problem Solving.”

  • New topical organization makes the text more useful to a variety of readers. Ex.___

• Information on Theory of Mind—Now covered in the (formerly) Social Cognition chapter.

  • Theory of Mind and Social Cognition are given much more attention than is found in other texts. Ex.___

• Special attention to new or rejuvenated areas—e.g., toddlers' representational abilities, young children's theories of mind, variability in the use of strategies, and biological or other kinds of constraints on cognitive development.

  • Reflects the most current research. Ex.___

• NEW - More theoretical frameworks—Features a balance between Piaget and his developmental-stages conception of cognitive growth, and information-processing (including connectionism), dynamic systems, contextual, theory-change, neo-Piagetian, evolutionary, neuroscience, and constraint approaches.

  • Text is more balanced in its perspectives than most others, and content is in keeping with recent advancements in the field. Ex.___

• NEW - Expanded coverage of infancy—Now features two chapters: one on perception and one on cognition.

  • Reflects the dramatic surge of interest in early competencies in recent years. Ex.___

• NEW - Reorganized coverage of preschool and grade school/adolescence—Now features two chapters: “Representations and Concepts” and “Reasoning and Problem Solving.”

  • New topical organization makes the text more useful to a variety of readers. Ex.___

• NEW - Information on Theory of Mind—Now covered in the (formerly) Social Cognition chapter.

  • Theory of Mind and Social Cognition are given much more attention than is found in other texts. Ex.___

• NEW - Special attention to new or rejuvenated areas—e.g., toddlers' representational abilities, young children's theories of mind, variability in the use of strategies, and biological or other kinds of constraints on cognitive development.

  • Reflects the most current research. Ex.___

• Pedagogical support—Includes highlighted key terms, chapter outlines, and detailed chapter summaries.

  • Aids student comprehension and retention. Ex.___