Cognitive Strategy Research: Educational Applications by Charles J. Brainerd (auth.), Michael Pressley, Joel R. Levin

By Charles J. Brainerd (auth.), Michael Pressley, Joel R. Levin (eds.)

For a while now, the learn of cognitive improvement has been some distance and away the main energetic self-discipline inside developmental psychology. even though there will be a lot confrontation as to the precise share of papers released in enhance­ psychological journals that may be thought of cognitive, 50% feels like a conservative estimate. for this reason, a sequence of scholarly books dedicated to paintings in cognitive devel­ opment is principally applicable at the moment. The Springer sequence in Cognitive improvement includes uncomplicated forms of books, specifically, edited collections of unique chapters by means of numerous authors, and unique volumes written through one writer or a small staff of authors. The flagship for the Springer sequence is a serial book of the "advances" style, sporting the subtitle growth in Cognitive improvement study. each one quantity within the development series is strongly thematic, in that it's restricted to a couple well-defined area of cognitive­ developmental study (e.g., logical and mathematical improvement, improvement of learning). All growth volumes should be edited collections. Editors of such collections, upon session with the sequence Editor, may perhaps pick to have their books released both as contributions to the growth series or as separate volumes. All books written via one writer or a small workforce of authors are being released as separate volumes in the series.

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Measurement and Piaget. New York: McGraw-Hill, 1971. Varieties of Strategy Training in Piagetian Concept Learning 25 Goldschmid, M. , & Bentler, P. M. Dimensions and measurement of conservation. Child Development, 1968,39, 787-802. Gruen, G. E. Experiences affecting the development of number concepts in children. Child Development, 1965,36, 963-979. Halford, G. , & Fullerton, T. J. A discrimination task which induces conservation of number. Child Development, 1970,41, 205-213. Hamel, B. , & Riksen, B.

May, R. , & Norton, 1. M. Training-task orders and transfer in conservation. Child Development, 1981,52,904-913. May, R. , & Tisshaw, S. K. Variations of learning-set training and quantity conservation. Child Development, 1977,48, 661-667. Murray, F. B. Acquisition of conservation through social interaction. Developmental Psychology, 1972,6, 1-6. Murray, F. , & Johnson, P. E. Reversibility in nonconservation of weight. Psychonomic Science, 1969,16, 285-286. Overbeck, C, & Schwartz, M. Training in conservation of weight.

The effects of cue distinctiveness on infants' manual search. Journal of Experimental Child Psychology, 1981,32, 330-342. Cowan, R. A. Reappraisal of the relation between performances of quantitative identity and quantitative equivalence conservation tasks. Journal of Experimental Child Psychology, 1979,28, 68-80. Cox, M. V. Perspective ability: The conditions of change. Child Development, 1977,48, 1717-1724. Coxford, A. F. The effects of instruction on the age placement of children in Piaget's seriation experiments.

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