Ilaria Grazzani, Veronica Ornaghi · 2016
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The SAGE Encyclopedia of Human Communication Sciences and Disorders · 2019
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Andrea Raiker · Learning Matters eBooks · 2012
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Louah Sirri, Janet Lord · 2022
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Concept Media, Inc, Irvine, CA, US · PsycEXTRA Dataset · 1992
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Development Of The Preschool Children, Sushanta Kumar Roul · 2013
Preschool may not be a place where formal education is imparted but yes, it definitely is a place where children have their first taste of independence. Preschool education is the provision of education for children before the commencement of statutory education usually between the ages of 2 and 5. Thus the purpose of the study was to study the effectiveness of the audio-visual audio intervention program on the cognitive development of preschool children in relation to their socio economic status. The researcher employed experimental method to conduct the study. The sample consisted of 100 students from preschool of Rohini, Delhi. Thus the total study consisted of 100 children of class L.K.G, besides, all (100) parents of the all sampled children covered red under the experimental and control groups were included in the sample so as to collect the data related to their SES. The Cognitive Development Test was developed by investigator and Socio Economic Status scale was developed by Rajeev Bhardwaj. The fin findings of the study were: (i) Audio-visual Intervention Program has also positively affected the overall cognitive development of the preschool children; and (ii) the Audio-visual Audio Intervention Program has not been found to be differently affecting the cognitive development of the preschool children at different SES levels. Hence, in many ways the findings of the present study can be beneficial in strengthening the non non-formal preschool education component. It can be useful for the young children, the teachers who handle the young children, teacher training institutions and the policy makers as well.
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Concept Media, Inc, Irvine, CA, US · PsycEXTRA Dataset · 1991
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Jon W. Wallace, Brian D. Jeffs, Michael A. Jensen · 1976
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Sirri, Louah, Lord, Janet · e-space (Manchester Metropolitan University) · 2022
In this chapter we will look at cognitive development. Cognitive development usually concerns itself with thinking, memory, problem solving and decision making. It also includes the development of language, which we have covered in Chapter 5 of this book.
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XU Fen · 2024
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Lurija, A. R. 1902-1977, Cole, Michael 1938- · 1976
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David H. Uttal · 2011
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David R. Olson · Psychology Press eBooks · 2013
When this book was first published, David Olson was examining the developing representation and use of diagonals in the context of much larger questions, questions also explored by Vygotsky, Cassirer, Gombrich, and Bruner. These include such issues as conceptual development, conceptual change, and stage-like transitions in one's knowledge and belief. Some of these problems remain at virtually the same stage of solution to this day. Other problems have indeed been solved or at least come closer to solution, leading the author to think about the precise cognitive representations that allowed for the cognitive growth he examined in such scrupulous detail. The author hopes that both readers and re-readers of this volume will be led to wonder -- as he did while working on the book -- just what there is about a simple diagonal that makes its reproduction so difficult. In so doing, readers will again be reminded of the remarkable resources that children bring to bear on their understanding of the world as well as the blind spots that no simple telling can quite fill in.
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Elsevier eBooks · 1970
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Jan Boom · Philosophy and education · 1997
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F.C. Keil, G. Gutheil · 2018
Psychological research of the last two decades has produced a surge of surprising results regarding cognitive development in children that has challenged a number of traditional philosophical assumptions about the nature of knowledge. The developing cognitive system seems organized in terms of specific domains, rather than as a general, all-purpose processor to which traditional empiricism was committed. Children’s conceptual development is often guided by highly abstract principles and parameters that are present in a child’s mind long before concrete details of a domain are encountered. Moreover, the data seem to indicate that development consists predominantly of gradual conceptual enrichment over time, rather than radical change.
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The SAGE Encyclopedia of Theory in Psychology · 2016
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Oliver J. Robinson · 2013
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2017
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Encyclopedia of Giftedness, Creativity, and Talent · 2009
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