Download Understanding Child Development: psychological perspectives by Sara Meadows PDF
By Sara Meadows
This hugely readable textual content presents an extremely transparent evaluate of the total box of kid improvement, from start to formative years. the 2-12 age diversity is strongly emphasized. all of the major parts of kid improvement are absolutely lined: * notion and knowing* cognitive talents* play and language* character* social relationshipsThe writer attracts upon the experiences from quite a lot of disciplines and indicates how those give a contribution to our realizing of kid improvement, basically demonstrating how the knowledge might be utilized at domestic and college.
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Additional resources for Understanding Child Development: psychological perspectives in an interdisciplinary field of inquiry
Example text
Does conflict between different ideas lead to their resolution into a better idea? Is there one universal series of stages of thinking? There has been much debate over exactly what the philosophical implications of these predictions are and what would be relevant behavioural evidence (Rotman 1977; Boden 1982; Meadows 1983). The issue is very complicated indeed. Performance on tasks is less consistent than Piaget’s competence model would appear to propose, the competence model has problems predicting particular performance, conflict leads to progress only sometimes, and equilibration is not an adequate explanation of development (Bryant 1982; Gelman and Baillargeon 1983; Flavell 1982; Sternberg 1984).
At the moment the ‘best guess’ seems to be that the first of these is the least important in cognitive development, indeed that the limits of information processing change little though there are enormous changes in what goes on within them (Brown, Bransford, Ferrara and Campione 1983). Case’s recent developments of his model take this line and include experimental evidence which supports it (Case 1984, 1985), though Sternberg (1983, 1984) still argues for an increase in total capacity. Information-processing approaches to cognitive development assume that ‘people are in essence limited capacity manipulators of symbols’ (Siegler 1983, p.
One common error in propositional logic is to accept a conclusion as valid when the problem is formally undecidable. ’ it is a common error to complete it by saying ‘not p, therefore not q’ (‘If it rains, then we get wet: it is not raining, therefore we do not get wet’). People faced with undecidable problems like this tend to come to an invalid conclusion, to be unwilling to say that one can’t tell whether q or not–q is the case. There may be various reasons for this, including expectations that ‘logic’ leads to clear conclusions and that testers do not ask questions which have no answers, and unwillingness to admit to the tester (an authority figure) that one ‘can’t tell’ which in other situations is an admission of ignorance.