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Books on the topic 'Cognitive-developmental approach'

Author: Grafiati

Published: 4 June 2021

Last updated: 15 February 2022

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1

Reid, D. Kim. Teaching the learning disabled: A cognitive developmental approach. Allyn and Bacon, 1988.

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2

Cognitive science: A developmental approach to the simulation of the mind. Lawrence Erlbaum, 1995.

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3

Harrop, Chris. Why does schizophrenia develop at late adolescence?: A cognitive-developmental approach to psychosis. Wiley, 2003.

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4

Miller, Arnold. From ritual to repertoire: A cognitive-developmental systems approach with behavior-disordered children. Wiley, 1989.

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5

1960-, Walker Iain, and Donaghue Ngaire, eds. Social cognition: An integrated approach. 2nd ed. SAGE, 2006.

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6

1939-, Colombo Jorge A., ed. Poverty and brain development during childhood: An approach from cognitive psychology and neuroscience. American Psychological Association, 2009.

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7

Lipina, Sebastián J. Poverty and brain development during childhood: An approach from cognitive psychology and neuroscience. American Psychological Association, 2009.

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8

Relational psychophysics in humans and animals: A comparative-developmental approach. Psychology Press, 2006.

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9

Gamlin, Peter J. A developmental approach to teaching metaphorical thinking: Implications for promoting the generalization of knowledge. Dept. of Applied Psychology, Ontario Institute for Studies in Education, 1988.

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10

Kim, Reid D., ed. Teaching the learningdisabled: A cognitive developmental approach. Allyn and Bacon, 1988.

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11

Reinecke, Mark A., and Frank M. Dattilio. Treating Children and Adolescents: A Cognitive-Developmental Approach. The Guilford Press, 1996.

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12

F, Gonçalves Oscar, ed. Advances in the cognitive therapies: The constructive-developmental approach. Associação dos Psicólogos Portugueses, 1989.

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13

Understanding Developmental Disorders: A Causal Modelling Approach (Cognitive Development). Blackwell Publishing Limited, 2004.

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14

Cognitive Science: A Developmental Approach to the Simulation of the Mind. Taylor & Francis Group, 2016.

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15

Tuokko, Holly A., and Colette M. Smart. Neuropsychology of Cognitive Decline: A Developmental Approach to Assessment and Intervention. The Guilford Press, 2018.

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16

Why Does Schizophrenia Develop at Late Adolescence: A Cognitive-Developmental Approach to Psychosis. Wiley, 2003.

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17

Why Does Schizophrenia Develop at Late Adolescence: A Cognitive-Developmental Approach to Psychosis. Wiley, 2003.

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18

Heintz-Grove, Jane E. A developmental approach to understanding the underlying cognitive and language variables associated with reading disabilities. 2000.

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19

Sappok, Tanja, Sabine Zepperitz, and Mark Hudson. Meeting Emotional Needs in Intellectual Disability: The Developmental Approach. Hogrefe Publishing, 2021. http://dx.doi.org/10.1027/00589-000.

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Using a developmental perspective, the authors offer a new, integrated model for supporting people with intellectual disability (ID). This concept builds upon recent advances in attachment-informed approaches, by drawing upon a broader understanding of the social, emotional, and cognitive competencies of people with ID, which is grounded in developmental neuroscience and psychology. The book explores in detail how challenging behaviour and mental health difficulties in people with ID arise when their basic emotional needs are not being met by those in the environment. Using individually tailor

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20

Zelazo, Philip David. Developmental Psychology. Edited by Philip David Zelazo. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780199958474.013.0001.

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ThisHandbooksurveys what is now known about psychological development from birth to biological maturity, and it reflects the emergence of a new synthetic approach to developmental science that is based on several theoretical and methodological commitments. According to this new view: (1) psychological phenomena are usefully studied at multiple levels of analysis; (2) psychological development depends on neural plasticity, which extends across the lifespan; (3) the effect of any particular influence on psychological development will depend on the context in which it occurs; (4) psychological ph

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21

Oakes, Lisa M., and David H. Rakison. Developmental Cascades. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780195391893.001.0001.

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Children take their first steps, produce their first words, and become able to solve many new problems seemingly overnight. Yet, each change reflects many other previous developments that occurred in the whole child across a range of domains, and each change, in turn, will provide opportunities for future development. This book proposes that all change can be explained in terms of developmental cascades such that events that occur at one point in development set the stage, or cause a ripple effect, for the emergence or development of different abilities, functions, or behaviors at another poin

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22

Van Herwegen, Jo, and Annette Karmiloff-Smith. Genetic Developmental Disorders and Numerical Competence across the Lifespan. Edited by Roi Cohen Kadosh and Ann Dowker. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199642342.013.031.

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Due to their frequent uneven cognitive profiles, genetic developmental disorders allow researchers to investigate which numerical sub-system of those present in typically developing infants best predicts subsequent numerical abilities. More importantly, they can provide evidence of which other cognitive abilities outside number are necessary for the successful development of these numerical sub-systems. We discuss evidence from cross-syndrome comparisons of adults, adolescents, children, and infants with Williams syndrome and those with Down syndrome to show that the approximate magnitude sub-

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23

Shorey, Hal, Steven Bisgaier, and Scott Thien. Attachment Processes and the Social/Developmental Bases of Hope. Edited by Matthew W. Gallagher and Shane J. Lopez. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199399314.013.28.

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Theory and research support a developmental model of hope, wherein hope is formed in the context of secure attachment to supportive parents in childhood. This chapter reviews the literature and articulates the many biopsychosocial processes involved in instilling a secure attachment style and the hopeful cognitive processes that go with it. In so doing, it highlights the critical balance between exploratory and attachment systems, with the need for approach-oriented goal pursuits on the one side and having a secure base to retreat to on the other. It demonstrates how both functions (exploratio

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24

Snowling, Margaret, Dorothy Bishop, and Sarah-Jayne Blakemore. Neurocognitive Approaches to Developmental Disorders: A Festschrift for Uta Frith. Taylor & Francis Group, 2008.

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25

McLean, Kate C., and Andrea Breen. Selves in a World of Stories During Emerging Adulthood. Edited by Jeffrey Jensen Arnett. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199795574.013.29.

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In this chapter, the authors review research on self-esteem and self-concept in emerging adulthood. Drawing from traditional cognitive-developmental theories of self-development, as well as dialogical theories, they take a narrative approach to argue that emerging adults story their selves by engaging with cultural processes that emerge via media (e.g., television, movies, books, Facebook). The authors offer some suggestions for bridging cognitive-developmental and dialogical theories in the context of narrative construction of personal selves as they intersect with larger cultural stories.

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26

Morton, John, and Uta Frith. Undestanding Development Disorders: A Causal Modelling Approach (Cognitive Development). Blackwell Publishing Limited, 2004.

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27

Sarris, Viktor. Relational Psychophysics in Humans and Animals: A Comparative-Developmental Approach. Taylor & Francis Group, 2015.

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28

Human Development Across the Lifespan: A Social-Cognitive Approach for Counselling and Psychotherapy. Taylor & Francis Group, 2016.

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29

Butz, Martin V., and Esther F. Kutter. Retrospection and future perspectives. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780198739692.003.0014.

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As the concluding chapter, the story of the book’s content is revisited and summarized. Essentially, our embodied minds come into being due to an evolutionary predisposed cognitive developmental process, which builds progressively more abstract, conceptual, compositional predictive encodings based on actively gathered sensorimotor experiences. The chapter also acknowledges several under-represented, but important topics in cognitive science. Finally, the matter of consciousness is addressed, emphasizing that the mind emerges from a recurrent, self-maintaining, and self-regulating system, that

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30

Using Developmental, Cognitive, and Neuroscience Approaches to Understand Executive Control in Young Children (Developmental Neuropsychology, Volume 26, Number 1, 2004) (Developmental Neuropsychology). Lawrence Erlbaum, 2004.

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31

Novaco, Raymond W., and John L. Taylor. Anger Treatment for People with Developmental Disabilities: A Theory, Evidence and Manual Based Approach. Wiley, 2005.

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32

D'Angiulli, Amedeo, Sebastian J. Lipina, and Stefania Maggi, eds. The social emotional developmental and cognitive neuroscience of socioeconomic gradients: Laboratory, population, cross-cultural and community developmental approaches. Frontiers Media SA, 2014. http://dx.doi.org/10.3389/978-2-88919-206-9.

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33

Andrews, Espy Kimberly, ed. Using developmental, cognitive, and neuroscience approaches to understand executive control in young children. Lawrence Erlbaum Associates, 2004.

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34

Michael, Tomasello, ed. The new psychology of language: Cognitive and functional approaches to language structure. L. Erlbaum, 1998.

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35

Anger Treatment for People with Developmental Disabilities: A Theory, Evidence and Manual Based Approach. Wiley, 2005.

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36

Novaco, Raymond W., and John L. Taylor. Anger Treatment for People with Developmental Disabilities: A Theory, Evidence and Manual Based Approach. Wiley & Sons, Incorporated, John, 2005.

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37

New Psychology of Language: Cognitive and Functional Approaches to Language Structure, Volume II. Taylor & Francis Group, 2014.

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38

Tomasello, Michael. New Psychology of Language: Cognitive and Functional Approaches to Language Structure, Volume I. Taylor & Francis Group, 2014.

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39

Tomasello, Michael. New Psychology of Language: Cognitive and Functional Approaches to Language Structure, Volume II. Taylor & Francis Group, 2014.

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40

Tomasello, Michael. New Psychology of Language: Cognitive and Functional Approaches to Language Structure, Volume I. Taylor & Francis Group, 2014.

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41

Espy, Kimberly Andrew. Using Developmental, Cognitive, and Neuroscience Approaches to Understand Executive Control in Young Children: A Special Issue of Developmental Neuropsychology. Taylor & Francis Group, 2018.

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42

Espy, Kimberly Andrew. Using Developmental, Cognitive, and Neuroscience Approaches to Understand Executive Control in Young Children: A Special Issue of Developmental Neuropsychology. Taylor & Francis Group, 2018.

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43

Michael, Tomasello, ed. The new psychology of language: Cognitive and functional approaches to language structure volume 2. Lawrence Erlbaum Associates, 2003.

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44

Butterworth, Brian, Sashank Varma, and Diana Laurillard. Dyscalculia. Edited by Roi Cohen Kadosh and Ann Dowker. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199642342.013.001.

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Recent research in cognitive and developmental neuroscience is providing a new approach to the understanding of dyscalculia that emphasizes a core deficit in understanding sets and their numerosities, which is fundamental to all aspects of elementary school mathematics. The neural bases of numerosity processing have been investigated in structural and functional neuroimaging studies of adults and children, and neural markers of its impairment in dyscalculia have been identified. New interventions to strengthen numerosity processing, including adaptive software, promise effective evidence-based

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45

Espy, Kimberly Andrews, ed. SPECIAL ISSUE: Using Developmental, Cognitive, and Neuroscience Approaches to Understand Executive Control in Young Children. Psychology Press, 2018. http://dx.doi.org/10.4324/9780203764428.

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46

Taber-Thomas, Bradley, and Koraly Pérez-Edgar. Emerging Adulthood Brain Development. Edited by Jeffrey Jensen Arnett. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199795574.013.15.

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Emerging adulthood (EA) is marked by a prolonged developmental transition to adulthood, dynamic personal and environmental circumstances, and unique patterns of vulnerability to psychological dysfunction. Neurodevelopment in childhood and adolescence has been studied extensively, but EA has not yet received its due attention from developmental cognitive neuroscience. The existing evidence shows that neurodevelopment continues throughout EA in support of emerging adult roles. The data suggest a frontolimbic fine-tuning model of brain development in EA that holds that adult functions are promote

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47

1952-, Chedd Naomi, ed. Attacking anxiety: A step-by-step guide to an engaging approach to treating anxiety and phobias in children with autism and other developmental disabilities. 2015.

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48

Tyler, Tom R., and Rick Trinkner. The Development of Legal Reasoning. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190644147.003.0005.

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The cognitive developmental model of legal socialization is discussed in chapter 5. This approach emphasizes the development of legal reasoning and focuses on how such thinking shapes legal judgments about the purpose of laws, how legal authority should be used, and whether people should feel obligated to obey legal institutions. Basically, legal reasoning provides a framework to understand the nature of society and the requirements of social order, leading to judgments about the legitimacy of the law. Building on Kohlberg’s work in moral development, the legal reasoning perspective argues tha

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49

Aasgaard, Trygve, and Stine C. Blichfeldt Ærø. Songwriting Techniques in Music Therapy Practice. Edited by Jane Edwards. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199639755.013.20.

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Songwriting in music therapy practice encompasses various techniques whereby clients, children, adults, or older people are assisted, individually or in groups, to create lyrics and music and to perform and/or record their own songs. The most common clinical areas for songwriting in contemporary practice are psychiatry, autistic spectrum disorder, developmental disability, oncology, dementia, and neurorehabilitation. Frequent therapeutic goals are related to validating experiences, externalizing thought, fantasies, and emotions or to develop cognitive skills. Specific goals may not always be c

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50

Mazzocco, Michèle M. M. The Contributions of Syndrome Research to the Study of MLD. Edited by Roi Cohen Kadosh and Ann Dowker. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199642342.013.69.

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Studies of mathematics learning disabilities (MLD) in persons with a known genetic syndrome can illustrate the heterogeneity of MLD by revealing distinct cognitive profiles linked to poor mathematics achievement. These profiles may model the development of MLD and have implications for diagnosis and intervention. This approach is evident in research on fragile X or Turner syndromes. Both syndromes have a high incidence of MLD, and their phenotypes include remarkable strengths and difficulties in select math skills. Girls with fragile X syndrome show remarkable rote knowledge that does not appe

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