TY - GEN T1 - Models of cognitive development A1 - Richardson, Ken LA - English PP - Hove, East Sussex, UK PB - Psychology Press YR - 1998 UL - https://ebooks.jgu.edu.in/Record/ebsco_acadsubs_ocm52112614 AB - In spite of its obvious importance and popularity, the field of cognitive development remains highly fragmented, scientifically. Instead of theoretical convergence towards a generally accepted set of principles, there remains a vast diversity of models of what knowledge and reasoning are, and how they develop. Courses and books tend to deal with this perplexing situation by simply presenting students with either a specific, favoured line, or by offering selections from the theoretical salad. As a result, students have great difficulty in obtaining a cohesive picture of the area. They are frequently bewildered by the diversity of schools, frameworks and approaches, with seemingly little connection between them. More seriously, they are deprived of a critical grasp of the area, and thus forced into a habit of early selectivity, rote memory of specific models in isolation, and regurgitation at exams. This in turn deprives the area of cognitive development of important critical impetus for future improvement. Models of Cognitive Development is an attempt to overcome these problems. It does this by arguing that the vast diversity of theories or models can be organised into groups according to a much smaller set of underlying assumptions or preconceptions, which themselves can be historically interrelated. By understanding these, students may be helped to find their way more confidently around the area as a whole, to see the 'wood' as well as the theoretical forest, and thus find themselves in a position to react to individual models more positively and more critically. Such criticism may, in turn, assist theoretical progress and unity in the future. Models of Cognitive Development covers all the contemporary theoretical and research strands in the area, with numerous examples, in a clear and straightforward manner, and should be useful to all students, researchers, and comparative theoreticians in the area-- OP - 245 CN - BF723.C5 R525 1998eb SN - 0203219198 SN - 9780203219195 SN - 0203494148 SN - 9780203494141 SN - 9780863778537 SN - 0863778534 SN - 9780863778520 SN - 0863778526 SN - 6610406421 SN - 9786610406425 SN - 1280406429 SN - 9781280406423 SN - 1135470987 SN - 9781135470982 SN - 1135470979 SN - 9781135470975 KW - Cognition in children. KW - Child development. KW - Cognition. KW - Children. KW - Infants. KW - Psychology : Simulation methods. KW - Child Development KW - Cognition KW - Child KW - Infant KW - Models, Psychological KW - Cognition chez l'enfant. KW - Enfants : DeĢveloppement. KW - Enfants. KW - Nourrissons. KW - Psychologie : MeĢthodes de simulation. KW - Enfance. KW - cognition. KW - children (people by age group) KW - infants. KW - childhood. KW - PSYCHOLOGY : Developmental : Child. KW - PSYCHOLOGY : Psychotherapy : Child & Adolescent. KW - FAMILY & RELATIONSHIPS : Child Development. KW - Infants KW - Children KW - Child development KW - Cognition in children ER -