Michael Siegal – författare

One of the most important questions about children's development involves how knowledge acquisition depends on the effect of language experience. To what extent, and in what ways, is a child's cognitive development influenced by their early experience of, and access to, language? Likewise, what are the effects on development of impaired access to language?This book is the first to confront directly the issue of how possessing an enhanced or impaired access to language influences children's development. Its focus is on learning environments, theory of mind understanding and the process of deriving meaning from conversations. The book features state of the art chapters written by leading scholars - psychologists, linguists and educators - who are concerned with bilingualism, deafness, atypical child development, and development in cultures with limited vocabularies in areas such as number concepts. Throughout, it maps out what is known about the interface between language and cognitive development and the prospects for the future directions in research and applied settings'Access to Language and Cognitive Development' will be of considerable interest to all those who are concerned with the development and welfare of children. It will be of particular interest to researchers and professionals interested in the effects of bilingualism and deafness on young children and in advances in assessment of atypically developing children - for example, those with autism or cerebral palsy who have an impaired access to participation in conversation.

The Cognitive Basis of Science concerns the question 'What makes science possible?' Specifically, what features of the human mind and of human culture and cognitive development permit and facilitate the conduct of science? The essays in this volume address these questions, which are inherently interdisciplinary, requiring co-operation between philosophers, psychologists, and others in the social and cognitive sciences. They concern the cognitive, social, and motivational underpinnings of scientific reasoning in children and lay persons as well as in professional scientists. The editors' introduction lays out the background to the debates, and the volume includes a consolidated bibliography that will be a valuable reference resource for all those interested in this area. The volume will be of great importance to all researchers and students interested in the philosophy or psychology of scientific reasoning, as well as those, more generally, who are interested in the nature of the human mind.

This book uses research and theory to an in-depth account of children's understanding of biology and health. Each of the contributors views children's understanding in these areas to be to some extent adaptive to their well-being and survival and uses evidence collected through a variety of different techniques to consider whether young children are capable of basic theorising and understanding of health and illness. Topics ranging from babies to the elderly including birth, death, contamination and contagion, food and pain are examined and close links between research and practice are made with obvious attendant benefits in terms of education and communication. The combination of theory and practice will guarantee the appeal of this book to an international audience of advanced undergraduate and postgraduate students and professionals in areas such as education, child welfare, medicine and law.

This book uses research and theory to an in-depth account of children's understanding of biology and health. Each of the contributors views children's understanding in these areas to be to some extent adaptive to their well-being and survival and uses evidence collected through a variety of different techniques to consider whether young children are capable of basic theorising and understanding of health and illness. Topics ranging from babies to the elderly including birth, death, contamination and contagion, food and pain are examined and close links between research and practice are made with obvious attendant benefits in terms of education and communication. The combination of theory and practice will guarantee the appeal of this book to an international audience of advanced undergraduate and postgraduate students and professionals in areas such as education, child welfare, medicine and law.

The Cognitive Basis of Science concerns the question 'What makes science possible?' Specifically, what features of the human mind and of human culture and cognitive development permit and facilitate the conduct of science? The essays in this volume address these questions, which are inherently interdisciplinary, requiring co-operation between philosophers, psychologists, and others in the social and cognitive sciences. They concern the cognitive, social, and motivational underpinnings of scientific reasoning in children and lay persons as well as in professional scientists. The editors' introduction lays out the background to the debates, and the volume includes a consolidated bibliography that will be a valuable reference resource for all those interested in this area. The volume will be of great importance to all researchers and students interested in the philosophy or psychology of scientific reasoning, as well as those, more generally, who are interested in the nature of the human mind.

It has often been maintained that young children's knowledge is limited to perceptual appearances. In this "preoperational" stage of development, there are profound conceptual limitations in that they have little understanding of numerical and causal relations and are incapable of insight into the minds of others. Their apparent inability to perform well on traditional developmental measures has led researchers to accept a model of the young child as plagued by conceptual deficits. These ideas have had a major impact on educational programs. Many have accepted the view that the young are not ready for instruction and that their memory and understanding is vulnerable to distortion, especially in subjects such as mathematics and science. However, the second edition of this book provides further evidence that children's stage-like performance can frequently be reinterpreted in terms of a clash between the conversational worlds of adults and children. In many settings, children may not share an adult's well-meaning purpose or use of words in questioning. Under these conditions, they do not disclose the depth of their memory and understanding and may respond incorrectly even when they are certain of the right answer.In this light, a different model of development emerges with significant implications for instruction in educational, health, and legal settings. It attributes more competence to young children than is frequently recognized and reflects the position that development in evolutionarily important domains is guided by implicit constraints on learning. It proposes that attention to young children's conversational experience is a powerful means to illustrate what they know.

It has often been maintained that young children's knowledge is limited to perceptual appearances. In this "preoperational" stage of development, there are profound conceptual limitations in that they have little understanding of numerical and causal relations and are incapable of insight into the minds of others. Their apparent inability to perform well on traditional developmental measures has led researchers to accept a model of the young child as plagued by conceptual deficits. These ideas have had a major impact on educational programs. Many have accepted the view that the young are not ready for instruction and that their memory and understanding is vulnerable to distortion, especially in subjects such as mathematics and science. However, the second edition of this book provides further evidence that children's stage-like performance can frequently be reinterpreted in terms of a clash between the conversational worlds of adults and children. In many settings, children may not share an adult's well-meaning purpose or use of words in questioning. Under these conditions, they do not disclose the depth of their memory and understanding and may respond incorrectly even when they are certain of the right answer.In this light, a different model of development emerges with significant implications for instruction in educational, health, and legal settings. It attributes more competence to young children than is frequently recognized and reflects the position that development in evolutionarily important domains is guided by implicit constraints on learning. It proposes that attention to young children's conversational experience is a powerful means to illustrate what they know.