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Books on the topic 'Piaget's stages of cognitive development'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Piaget's theory of cognitive and affective development. 5th ed. Pearson/A and B, 2004.

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2

Wadsworth, Barry J. Piaget's theory of cognitive and affective development. 4th ed. Longman, 1989.

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3

Piaget's theory of cognitive and affective development: Foundations of constructivism. 5th ed. Longman Publishers USA, 1996.

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4

Uruntaeva, Galina. Child psychology. INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1072188.

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The textbook examines the patterns and factors of mental development, describes the stages of development in preschool age from birth to school admission, including the formation of cognitive, personal spheres, the development of various types of activities by children. Meets the requirements of the federal state educational standards of secondary vocational education of the latest generation. For students of secondary vocational education institutions of pedagogical and psychological profiles. It can be useful for teachers, educators, psychologists, practitioners of preschool educational orga

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5

Cognitive Development: Theories, Stages and Processes and Challenges. Nova Science Pub Inc, 2014.

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6

Jones, Scott Nelson. Stages of ego development and the cognitive construction of interpersonal behavior. 1985.

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7

Wadsworth, Barry J. Piaget's Theory of Cognitive and Affective Development: Foundations of Constructivism (Allyn & Bacon Classics Edition), Fifth Edition. Allyn & Bacon, 2003.

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8

Lapsley, Daniel, and Ryan D. Woodbury. Social Cognitive Development in Emerging Adulthood. Edited by Jeffrey Jensen Arnett. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199795574.013.16.

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This chapter focuses on social cognitive constructs that emphasize self–other constructions in emerging adulthood. The authors first take up classic social cognitive stage theories, including the development of perspective-taking, interpersonal understanding, and interpersonal negotiation strategies and the development of self-understanding. They note that the upper boundary of structural stage development stretches well into emerging adulthood: the period from 18 to 25 sees a mélange of social cognitive developmental capacities with significant overlap across stages. The authors then introduc

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9

Kozauer, Nicholas, and Karl Broich. Regulatory Issues in Cognitive Enhancement Treatment Development. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780190214401.003.0016.

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Improvement of cognition by medicinal products is an accepted concept by regulatory agencies. In dementing conditions such as Alzheimer’s disease, improvement of cognition or slowing its deterioration is essential for approval, particularly in early and mild to moderate stages of Alzheimer’s disease. In conditions such as schizophrenia or major depression, treatment of cognitive impairment is not considered as a pseudospecific indication, and specific clinical trials for such an indication are underway. Assessment tools for measurements of change in cognition and its relevance in functional or

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10

Cummings, Jeffrey, and Kate Zhong. Promise and Challenges in Drug Development and Assessment for Cognitive Enhancers. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780190214401.003.0001.

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Cognitive disturbances are ubiquitous in neurologic and psychiatric disorders. Schizophrenia, depression, developmental disorders, acquired brain disorders (traumatic brain injury and stroke), and neurodegenerative disorders all have cognitive impairment as a manifestation. Cognitive enhancers can improve intellectual function and have been approved for Alzheimer’s dementia, dementia of Parkinson’s disease, and attention deficit hyperactivity disorder. Cognitive enhancers are being developed for other cognitive disorders. There are many advantages for development of symptomatic cognitive enhan

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11

1943-, Smith Leslie, Dockrell Julie, Tomlinson Peter, and Piaget-Vygotsky Centenary Conference (1996 : Brighton, England), eds. Piaget, Vygotsky and beyond: Future issues for developmental psychology and education. Routledge, 1997.

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12

Smith, Leslie, Peter Tomlinson, and Julie Dockrell. Piaget, Vygotsky and Beyond: Central Issues in Developmental Psychology and Education. Taylor & Francis Group, 2014.

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13

Your Self-Motivated Baby: Enhance Your Baby's Social and Cognitive Development in the First Six Months Through Movement. North Atlantic Books, 2015.

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14

Rachman, Stanley. The evolution of cognitive behaviour therapy. Oxford University Press, 2015. http://dx.doi.org/10.1093/med:psych/9780192627254.003.0001.

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Chapter 1 discusses the evolution of cognitive behaviour therapy (CBT) in three stages, the development of behaviour therapy in 1950-70, and cognitive therapy in the mid-1960s, and the merging of these two therapies into cognitive behaviour therapy in the late 1980s. Likely trends in the future of CBT and points for growth in the field are also outlined.

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15

Henricks, Thomas S. The Psychology of Play. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252039072.003.0005.

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This chapter explores the psychology of play, with particular emphasis on one of the contexts that support play and provide the terms for its explorations: the psyche. It first highlights key themes that are pertinent to psychological interpretations of play before discussing three classic descriptions of how play is “minded”: Jean Piaget's cognitive-moral behavior theory, Sigmund Freud's expressive behavior theory, and Lev Vygotsky's imaginative-performance theory. The chapter also considers the perspectives of some psychologists and human development theorists who advance the theories presen

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16

Anderson, Miranda, and Michael Wheeler, eds. Distributed Cognition in Medieval and Renaissance Culture. Edinburgh University Press, 2019. http://dx.doi.org/10.3366/edinburgh/9781474438131.001.0001.

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This collection brings together 14 essays by international specialists in medieval and Renaissance culture and provides a general and a period-specific introduction to distributed cognition and the cognitive humanities. The essays revitalise our reading of medieval and Renaissance works in the fields of literature, philosophy, art, music, law, science, medicine and material culture, by bringing to bear recent insights in cognitive science and philosophy of mind on the ways in which cognition is distributed across brain, body and world. This volume explores how medieval and Renaissance practice

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17

Tyler, Tom R., and Rick Trinkner. Legal Socialization across the Life Course. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190644147.003.0003.

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Every developing child goes through a series of stages associated with childhood and adolescence. This is the focus of chapter 3. To some extent development is an invariant progression shaped by cognitive and biological growth, and the capacities and limits that exist at any stage of individual growth. At the same time, the progression reflects the unique experience of each individual over their life course, particularly with nonlegal and legal authority figures. Beyond that, every child grows up during a particular period in history that has particular events such as the war in Vietnam or the

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18

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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19

Menon, Vinod. Arithmetic in the Child and Adult Brain. Edited by Roi Cohen Kadosh and Ann Dowker. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199642342.013.041.

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This review examines brain and cognitive processes involved in arithmetic. I take a distinctly developmental perspective because neither the cognitive nor the brain processes involved in arithmetic can be adequately understood outside the framework of how developmental processes unfold. I review four basic neurocognitive processes involved in arithmetic, highlighting (1) the role of core dorsal parietal and ventral temporal-occipital cortex systems that form basic building blocks from which number form and quantity representations are constructed in the brain; (2) procedural and working memory

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