Olson / Palermo Cognitive Development

The Child's Acquisition of Diagonality
1. Auflage 2013
ISBN: 978-1-4832-6738-8
Verlag: Elsevier Science & Techn.
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 238 Seiten, Web PDF

Cognitive Development: The Child's Acquisition of Diagonality is an empirical and rational enquiry into the child's development of a conceptual system relating to the concept of the diagonal during the age range three to six years. A detailed examination will be made of why a young child has difficulty with such a problem, and what occurs during development that removes this difficulty. In the context of these empirical arguments, the book considers such theoretical questions as the nature of intellectual skills and conceptual or symbolic knowledge, as well as the role of experience and instruction in their development. The study concludes with a description of the child's reconstruction of the diagonal in terms of what at least poses as a general model of perceptual and intellectual development, and accounts for, among other things, man's increasing ability to apprehend and theorize about the motion of the stars. It shows that it is the elaboration of the child's perceptual knowledge in the context of his performatory attempts in such cultural media as language and geometry that accounts for his ability to copy a diagonal in particular and his intellectual development in general.

Autoren/Hrsg.

Olson, David R.

Palermo, David S.

Inhaltsverzeichnis

1;Front Cover;1
2;Cognitive Development: The Child's Acquisition of Diagonality;4
3;Copyright Page;5
4;Table of Contents;8
5;Dedication;6
6;FOREWORD;12
7;PREFACE;14
8;CHAPTER 1. INTRODUCTION;20
9;CHAPTER 2. CONCEPTUALIZING CONCEPTUALIZING: THE DIAGONAL AS AN INTERESTING PROBLEM;28
9.1;PERCEPTUAL SPACE;28
9.2;REPRESENTATIONAL SPACE;30
9.3;CONCEPTS AND CONCEPTUAL SPACE;34
9.4;VISUAL REPRESENTATION;36
10;CHAPTER 3. THE NATURE OF THE DIFFICULTY;43
10.1;PROBLEM DIFFICULTY COMPARISON;44
10.2;PROBLEM DIFFICULTY COMPARISONS;54
10.3;GENERAL DISCUSSION AND CONCLUSIONS;56
11;CHAPTER 4. THE EFFECTS OF INSTRUCTION;60
11.1;METHOD;63
11.2;RESULTS AND DISCUSSION;65
11.3;CONCLUSION;72
12;CHAPTER 5. THE CHANGE IN THE MIND OF THE CHILD;75
12.1;PERCEPTION;75
12.2;PERFORMANCE;79
12.3;CONCEPTUALIZATION;80
13;CHAPTER 6. INSTRUCTION REVISITED: PERCEPTUAL, MOTOR AND LINGUISTIC FACTORS IN COGNITIVE DEVELOPMENT;95
13.1;PART I: PERCEPTUAL AND VERBAL TRAINING AND THE ACQUISITION OF DIAGONALITY;95
13.2;RESULTS;101
13.3;DISCUSSIONS AND CONCLUSIONS;104
13.4;PART II. PERCEPTUAL-MOTOR AND VERBAL TRAINING IN THE ACQUISITION OF DIAGONALITY;106
13.4.1;Phase 1;109
13.4.1.1;METHOD;109
13.4.1.2;RESULTS AND DISCUSSION;112
13.4.2;Phase II;116
13.4.2.1;METHOD;116
13.4.2.2;RESULTS AND DISCUSSION;117
13.4.2.3;A MONTESSORI APPROACH TO THE ACQUISITION OF DIAGONALITY;124
14;CHAPTER 7. PERSONAL AND CULTURAL EXPERIENCE IN CONCEPTUAL DEVELOPMENT: THE ACQUISITION OF THE DIAGONAL IN EAST AFRICA;128
14.1;EXPERIMENTAL DESIGN;135
14.2;RESULTS AND DISCUSSION;138
14.3;CONCLUSION;147
15;CHAPTER 8. LOOKING, SEEING AND KNOWING—EYE MOVEMENT STUDIES;151
15.1;METHOD;152
15.2;RESULTS;158
15.3;DISCUSSION;171
15.4;CONCLUSIONS;174
16;CHAPTER 9. THE EFFECTS OF AN EDUCATIONAL TOY ON INTELLECTUAL DEVELOPMENT;177
16.1;EDUCATIONAL TOY;179
16.2;EDUCATIONAL TOY;181
17;CHAPTER 10. CONCLUSIONS: SOME ASPECTS OF A THEORY OF COGNITIVE DEVELOPMENT;191
17.1;PERCEPTION;191
17.2;LANGUAGE : PERCEPTUAL AND SEMANTIC STRUCTURE OF THE ORIENTATION OF LINE;196
17.3;PERCEIVING AND PERFORMING;200
17.4;INTELLIGENCE—SKILL IN A MEDIUM;212
17.5;INSTRUCTION;216
17.6;SUMMARY;220
18;REFERENCES;223
19;AUTHOR INDEX;230
20;SUBJECT INDEX;233