Allen J. Edwards – författare

Psychological research using time as a variable has been extensive since the era of Wundt and Ebbinghaus. The care of and research on dementia patients highlights a unique need for understanding and applying the concepts of time and space. This volume, unique in its development of a model for time-space orientation, proposes that understanding the needs of these patients is increased by consideration of the ^Idis^Rorientation caused by dementia. Included is a review of the history of time and time measurement, a survey of psychological literature using time as a variable across the life span, and a model of time orientation applied to persons who have developed dementia.Conditions leading to dementia are described, and a rationale proposed for the effects of time/space disorientation in behavioral disturbances. Suggestions for applications and future research are included. Scholars and researchers interested in time awareness and orientation, as well as professionals in psychology, sociology, and gerontology caring for dementia patients, will find the material here useful.

Psychological research using time as a variable has been extensive since the era of Wundt and Ebbinghaus. The care of and research on dementia patients highlights a unique need for understanding and applying the concepts of time and space. This volume, unique in its development of a model for time-space orientation, proposes that understanding the needs of these patients is increased by consideration of the ^Idis^Rorientation caused by dementia. Included is a review of the history of time and time measurement, a survey of psychological literature using time as a variable across the life span, and a model of time orientation applied to persons who have developed dementia.Conditions leading to dementia are described, and a rationale proposed for the effects of time/space disorientation in behavioral disturbances. Suggestions for applications and future research are included. Scholars and researchers interested in time awareness and orientation, as well as professionals in psychology, sociology, and gerontology caring for dementia patients, will find the material here useful.

Early Childhood Education: An International Perspective presents the summarized outcomes of a five-year cross-cultural survey of early childhood education in the Western world. It provides understanding of some of the topics of debate surrounding preschool education. The text approaches the argument by centering on the history of philosophical thought in early childhood education and offers information on the political and social-cultural changes that have inspired interest in facilitating children''s early learning experience. The book discusses the historical background of early childhood education in the United States. It focuses on the ideas and evidence showing the significance of cooperation in international research. Another topic of interest is the early childhood education in England, Wales, Canada, and Sweden. The section that follows is a review of the aims and objectives of early childhood education. The text will provide valuable insights for teachers, educators, students, and researchers in the field of social sciences.

Cognitive Development of Children and Youth: A Longitudinal Study presents a theory of cognitive development, including descriptive information and conclusions based on a longitudinal study. This book discusses the mental operations in concept learning, results pertaining to comparisons between control groups and longitudinal blocks, and operations involving meaningful reception learning at the formal level. The conditions of learning and memory requirements, linguistic-relativity hypothesis, invariant sequencing, and rate and form of cognitive development across the school years are also elaborated. This text likewise covers the conditions contributing to rapid and slow cognitive development, longitudinal intervention study, and differences among concepts in age of attainment. This publication is intended for individuals who are interested in the cognitive development of children and youth, as well as upper-division and graduate students in psychology, educational psychology, and education.

Development in the Preschool Years: Birth to Age Five reports a prospective longitudinal analysis of influences on development in the years from birth to age five. While speculation on the ways in which young children grow tends to be in terms of generalities, this volume emphasizes the role of empirical data in such discourse, and attempts to relate observations to an antecedent set o f quantitative findings. At a more particular level, the investigation considers six aspects of development: motor, intellectual, language, somatic, social, and physical development. The book is organized into three parts. The first part contains chapters that review of the corpus of longitudinal studies, specific approaches, and recent research; and describe the methods used to generate and analyze the data. The second part provides multivariate regression analyses of the data in six domains while the third part presents a discussion of the findings. The fundamental intent of this investigation is to make a contribution to policy formation for the early years of life.

Simultaneous and Successive Cognitive Processes presents some innovative ideas for defining simultaneous and successive cognitive processes by choosing certain tasks that would elicit the use of coding and planning. Factor analysis is used to assess the organization of cognitive functions in terms of coding and planning. The book demonstrates how to isolate coding and planning processes by using a battery of tasks, and extends the approach to complex cognitive areas such as reading, word association, and sentence comprehension. Comprised of 11 chapters, this book begins with an overview of the evolution of the concept of intelligence and some notable workers in the field, including Cyril Burt, Raymond B. Cattell, Jean Piaget, and Jerome Kagan. The discussion then turns to learning theory and cognitive development as the basis for understanding intelligence. Subsequent chapters focus on intellectual functions in terms of the workings of the brain; simultaneous and successive cognitive processing in children; the relationship of simultaneous and successive coding to school achievement; and simultaneous and successive cognitive processing in children with mental retardation and learning disability. The results of cross-cultural studies on cognitive processes are also discussed, together with the link between language functions and cognitive processing. This monograph will be of interest to teachers, school administrators, and educational psychologists.