Patricia J. Bauer – författare

Visar alla böcker från författaren Patricia J. Bauer. Handla med fri frakt och snabb leverans.

32 produkter

Kategorier

32 produkter

Advances in Child Development and Behavior
AvPatricia J. Bauer
E-bok
Engelska, 2009
1 168 kr
Läs direkt efter köp
Volume 37 of the Advances in Child Development and Behavior series includes 8 chapters that highlight some of the most recent research in developmental and educational psychology. A wide array of topics are discussed in detail, including the role of dyadic communication in infant social-cognitive development; space, number and the atypically developing brain; development from a behavioral genetics perspective; nonhuman primate studies of individual differences in pathways of lifespan development; the development of autobiographical memory: origins and consequences; the maturation of cognitive control and the adolescent brain; the developmental origin of naïve psychology; and children''s reasoning about traits. Each chapter provides in-depth discussions of various developmental psychology specializations. This volume serves as an invaluable resource for psychology researchers and advanced psychology students.- Goes in depth to address 10 different developmental and educational psychology topics- A necessary resource for both psychology researchers and students
Varieties of Early Experience: Implications for the Development of Declarative Memory in Infancy
AvPatricia J. Bauer
E-bok
Engelska, 2010
1 168 kr
Läs direkt efter köp
Volume 38 of the Advances in Child Development and Behavior series is concerned with the development of memory in the first years of life. It covers an introduction to normative development of memory during this period and an introduction of a means of assessing memory in preverbal infants--namely, elicited imitation. Three chapters each concern a special population in which we have reason to believe the development of memory will be affected due to compromised hippocampal development as a result of maternal gestational diabetes, preterm birth, early deprivation resulting from institutional (orphanage) care, and abuse and/or neglect by the caregiver.- Goes in depth to address the varieties of Early Experience: Influences on Declarative Memory Development- A necessary resource for both psychology researchers and students
Short- and Long-Term Memory in Infancy and Early Childhood
AvLisa M. Oakes,Patricia J. Bauer
Inbunden, Engelska, 2007
915 kr
Skickas inom 7-10 vardagar
The ability to remember people, objects, and events one encounters is critically important for effective functioning in the world. Remembering your mother's face, where you left your keys, and that it is your daughter's birthday tomorrow allow you to successfully manage your day, as well as your relationships with others. Questions about the processes of memory and how they develop are age old. In developmental science, research on memory has been prominent since the writings of Jean Piaget became available to English-speaking audiences in the 1950s and 1960s. This book focuses on recent empirical and theoretical advances in the study of memory development in infancy and early childhood. Both short-term and long-term memory are critically important for infants' learning about the world around them, as well as their development and maintenance of social relationships. Some of the most significant questions and concerns are addressed, with the aim of identifying areas of consensus and areas in which further theoretical and empirical work is necessary.
Origins and Development of Recollection
Perspectives from Psychology and Neuroscience
AvSimona Ghetti,Patricia J. Bauer
Inbunden, Engelska, 2012
1 681 kr
Skickas inom 7-10 vardagar
The ability to remember unique, personal events is at the core of what we consider to be "memory." How does the vivid experience of reinstatement of our past emerge? What is the contribution of this experience to our life histories? These questions have intrigued psychologists, neuroscientists, and philosophers for decades, and are the subject of this volume. In recent years, the science of memory has made extraordinary progress in the conceptualization and assessment of different forms of memory. Instead of thinking of memory as a monolithic construct, memory is now thought of in terms of dissociable classes of constructs. Within declarative memory, the type of memory that one can consciously access, we make distinctions between the constructs of recollection and episodic memory and the constructs of familiarity and semantic memory (respectively). Contributors to this volume discuss new methods to assess these types of memory in studies that refine our understanding of the functions necessary for conscious and vivid recollection. The work has led to substantial increases in our understanding of the building blocks of recollection and its developmental course.The volume also addresses the exciting new research on the neural basis of recollection. Never before has the connection between brain and function been so close. Contributors review neuroimaging studies of the healthy brain and neuropsychological investigations of patients with brain damage that reveal the specific brain structures involved in the ability to recollect. These brain structures undergo important developmental change during childhood and adolescence, leading to questions--and answers--of how the relationship between brain and function unfolds during the course of infancy, childhood, and adolescence.
Origins and Development of Recollection
Perspectives from Psychology and Neuroscience
AvPatricia J. Bauer,Simona Ghetti
E-bok
PDF, Engelska, 2012
977 kr
Läs direkt efter köp
The ability to remember unique, personal events is at the core of what we consider to be "memory." How does the vivid experience of reinstatement of our past emerge? What is the contribution of this experience to our life histories? These questions have intrigued psychologists, neuroscientists, and philosophers for decades, and are the subject of this volume. In recent years, the science of memory has made extraordinary progress in the conceptualization and assessment of different forms of memory. Instead of thinking of memory as a monolithic construct, memory is now thought of in terms of dissociable classes of constructs. Within declarative memory, the type of memory that one can consciously access, we make distinctions between the constructs of recollection and episodic memory and the constructs of familiarity and semantic memory (respectively). Contributors to this volume discuss new methods to assess these types of memory in studies that refine our understanding of the functions necessary for conscious and vivid recollection. The work has led to substantial increases in our understanding of the building blocks of recollection and its developmental course.The volume also addresses the exciting new research on the neural basis of recollection. Never before has the connection between brain and function been so close. Contributors review neuroimaging studies of the healthy brain and neuropsychological investigations of patients with brain damage that reveal the specific brain structures involved in the ability to recollect. These brain structures undergo important developmental change during childhood and adolescence, leading to questions--and answers--of how the relationship between brain and function unfolds during the course of infancy, childhood, and adolescence.
Representation, Memory, and Development
Essays in Honor of Jean Mandler
AvNancy L. Stein,Patricia J. Bauerm. fl.
Häftad, Engelska, 2013
864 kr
Skickas inom 10-15 vardagar
A festschrift to honor Jean Mandler, this volume contains contributions from leading scholars focusing on the child's development of memory, visual representation, and language. It is appropriate for students and researchers in cognitive psychology, language acquisition, and memory.
Development of the Mediated Mind
Sociocultural Context and Cognitive Development
AvJoan M. Lucariello,Judith A. Hudsonm. fl.
Häftad, Engelska, 2013
864 kr
Skickas inom 10-15 vardagar
This volume is a festschrift for Katherine Nelson, an NYU professor who was a pioneer in infant perception and memory. The "mediated mind" is a term coined by Dr. Nelson and it refers to how cognitive development is mediated by the sociocultural context, including language and social interaction. The impact of Nelson's views on the sociocultural basis of cognition and her functionalist perspective on cognitive development are evident in the collection of chapters in this book. The contributors--all leaders in the field of cognitive development--examine ways in which cognition is embedded in everyday, meaningful activities and the role of social context and cultural symbol symptoms, such as language and text influence children's developing concepts and thought. The concept of the mediated mind is examined from a variety of perspectives, including research in concept development, memory development, language learning, the development of literacy, narrative analysis, and children's theory of mind. The significant contribution of this volume is that it addresses all aspects of the mediated mind. Memory--both autobiographical and event-semantic--theory of mind, mental representation, temporality, narrative, and metalinguistic awareness comprise the chapter topics. The breadth of topics represented is a tribute to the impact Nelson's vision has on many developmental "domains." The contributors acknowledge and honor her work. Her theory and research paved the way for the advances in understanding a mediated mind that are evident and that will continue to shape notions of how the human mind develops and evolves within a social, interactive world.
Developmental Spans in Event Comprehension and Representation
Bridging Fictional and Actual Events
AvPaul van den Broek,Patricia J. Bauerm. fl.
Inbunden, Engelska, 1997
1 445 kr
Skickas inom 10-15 vardagar
This book is about building metaphorical bridges--all sorts of bridges. At the most basic level, it concerns the bridges that individuals build to understand the events that they experience--the bridges that connect the events in the mind's eye. At another level, it is about bridges that interconnect findings and theoretical frameworks concerning event comprehension and representation in different age groups, ranging from infancy to adulthood. Finally, it is about building bridges between researchers who share interests, yet may not ordinarily even be aware of each other's work. The success of the book will be measured in terms of the extent to which the contributors have been able to create a picture of the course of development across a wide span in chronological age, and across different types of events, from the fictional to the actual. The individuals whose work is represented in this book conduct their work in a shared environment--they all have an intellectual and scholarly interest in event comprehension and representation. These interests are manifest in the overlapping themes of their work. These include a focus on how people come to temporally integrate individual "snapshots" to form a coherent event that unfolds over time, to understand cause and effect, and to appreciate the role of the goal of events. Another overlapping theme involves the possibility of individual differences. These themes are apparent in work on the early development of representations of specific episodes and autobiographical memories, and comprehension of complex events such as stories involving multiple characters and emotions. The editors of this volume had two missions: * to create a development span by bringing together researchers working from infancy to adulthood, and * to create a bridge between individuals working from within the text comprehension perspective, within the naturalistic perspective, and with laboratory analogues to the naturalistic perspective. Their measure of success will be the extent to which they have been able to create a picture of the course of development across a wide span in chronological age, and across different types of events--from fictional to actual.
Developmental Spans in Event Comprehension and Representation
Bridging Fictional and Actual Events
AvPaul van den Broek,Patricia J. Bauerm. fl.
Häftad, Engelska, 1997
477 kr
Skickas inom 10-15 vardagar
This book is about building metaphorical bridges--all sorts of bridges. At the most basic level, it concerns the bridges that individuals build to understand the events that they experience--the bridges that connect the events in the mind's eye. At another level, it is about bridges that interconnect findings and theoretical frameworks concerning event comprehension and representation in different age groups, ranging from infancy to adulthood. Finally, it is about building bridges between researchers who share interests, yet may not ordinarily even be aware of each other's work. The success of the book will be measured in terms of the extent to which the contributors have been able to create a picture of the course of development across a wide span in chronological age, and across different types of events, from the fictional to the actual. The individuals whose work is represented in this book conduct their work in a shared environment--they all have an intellectual and scholarly interest in event comprehension and representation. These interests are manifest in the overlapping themes of their work. These include a focus on how people come to temporally integrate individual "snapshots" to form a coherent event that unfolds over time, to understand cause and effect, and to appreciate the role of the goal of events. Another overlapping theme involves the possibility of individual differences. These themes are apparent in work on the early development of representations of specific episodes and autobiographical memories, and comprehension of complex events such as stories involving multiple characters and emotions. The editors of this volume had two missions: * to create a development span by bringing together researchers working from infancy to adulthood, and * to create a bridge between individuals working from within the text comprehension perspective, within the naturalistic perspective, and with laboratory analogues to the naturalistic perspective. Their measure of success will be the extent to which they have been able to create a picture of the course of development across a wide span in chronological age, and across different types of events--from fictional to actual.
Remembering the Times of Our Lives
Memory in Infancy and Beyond
AvPatricia J. Bauer
Inbunden, Engelska, 2006
2 385 kr
Skickas inom 10-15 vardagar
The purpose of Remembering the Times of Our Lives: Memory in Infancy and Beyond is to trace the development from infancy through adulthood in the capacity to form, retain, and later retrieve autobiographical or personal memories.It is appropriate for scholars and researchers in the fields of cognitive psychology, memory, infancy, and human development.
Representation, Memory, and Development
Essays in Honor of Jean Mandler
AvNancy L. Stein,Patricia J. Bauerm. fl.
Inbunden, Engelska, 2002
2 385 kr
Skickas inom 10-15 vardagar
A festschrift to honor Jean Mandler, this volume contains contributions from leading scholars focusing on the child's development of memory, visual representation, and language. It is appropriate for students and researchers in cognitive psychology, language acquisition, and memory.
Remembering the Times of Our Lives
Memory in Infancy and Beyond
AvPatricia J. Bauer
Häftad, Engelska, 2006
961 kr
Skickas inom 10-15 vardagar
The purpose of Remembering the Times of Our Lives: Memory in Infancy and Beyond is to trace the development from infancy through adulthood in the capacity to form, retain, and later retrieve autobiographical or personal memories.It is appropriate for scholars and researchers in the fields of cognitive psychology, memory, infancy, and human development.
Wiley Handbook on the Development of Children's Memory
AvRobyn Fivush,Patricia J. Bauer
E-bok
PDF, Engelska, 2013
4 523 kr
Läs direkt efter köp
This all-embracing Handbook on the Development of Children’s Memory represents the first place in which critical topics in memory development are covered from multiple perspectives, from infancy through adolescence. Forty-four chapters are written by experienced researchers who have influenced the field.
Edited by two of the world’s leading experts on the development of memory Discusses the importance of a developmental perspective on the study of memory The first ever handbook to bring together the world’s leading academics in one reference guide Each section has an introduction written by one of the Editors, who have also written an overall introduction that places the work in historical and contemporary contexts in cognitive and developmental psychology 2 Volumes
Wiley Handbook on the Development of Children's Memory
AvRobyn Fivush,Patricia J. Bauer
E-bok
Engelska, 2013
4 535 kr
Läs direkt efter köp
This all-embracing Handbook on the Development of Children’s Memory represents the first place in which critical topics in memory development are covered from multiple perspectives, from infancy through adolescence. Forty-four chapters are written by experienced researchers who have influenced the field.
Edited by two of the world’s leading experts on the development of memory Discusses the importance of a developmental perspective on the study of memory The first ever handbook to bring together the world’s leading academics in one reference guide Each section has an introduction written by one of the Editors, who have also written an overall introduction that places the work in historical and contemporary contexts in cognitive and developmental psychology 2 Volumes
National Institutes of Health Toolbox Cognition Battery (NIH Toolbox CB)
Validation for Children Between 3 and 15 Years
AvPhilip David Zelazo,Patricia J. Bauer
Häftad, Engelska, 2013
481 kr
Skickas inom 3-6 vardagar
This monograph presents the pediatric portion of the National Institutes of Health (NIH) Toolbox Cognition Battery (CB) of the NIH Toolbox for the Assessment of Neurological and Behavioral Function. The NIH Toolbox is an initiative of the Neuroscience Blueprint, a collaborative framework through which 16 NIH Institutes, Centers, and Offi ces jointly support neuroscience-related research, to accelerate discoveries and reduce the burden of nervous system disorders. The CB is one of four modules that measure cognitive, emotional, sensory, and motor health across the lifespan. The CB is unique in its continuity across childhood, adolescence, early adulthood, and old age, and in order to help create a common currency among disparate studies, it is also available at low cost to researchers for use in large-scale longitudinal and epidemiologic studies. Chapter 1 describes the evolution of the CB; methods for selecting cognitive subdomains and instruments; the rationale for test design; and a validation study in children and adolescents, ages 3 to 15 years. Subsequent chapters feature detailed discussions of each test measure and its psychometric properties (Chapters 2–6), the factor structure of the test battery (Chapter 7), the effects of age and education on composite test scores (Chapter 8), and a final summary and discussion (Chapter 9). As the chapters in this monograph demonstrate, the CB has excellent psychometric properties, and the validation study provided evidence for the increasing differentiation of cognitive abilities with age.
Studies in Fetal Behavior
Revisited, Renewed, and Reimagined
AvJanet A. DiPietro,Kathleen A. Costiganm. fl.
Häftad, Engelska, 2015
481 kr
Skickas inom 11-20 vardagar
Among the earliest volumes of this monograph series was a report by Lester Sontag and colleagues, of the esteemed Fels Institute, on the heart rate of the human fetus as an expression of the developing nervous system. Here, some 75 years later, we commemorate this work and provide historical and contemporary context on knowledge regarding fetal development, as well as results from our own research. These are based on synchronized monitoring of maternal and fetal parameters assessed between 24 and 36 weeks gestation on 740 maternal-fetal pairs compiled from eight separate longitudinal studies, which commenced in the early 1990s. Data include maternal heart rate, respiratory sinus arrhythmia, and electrodermal activity and fetal heart rate, motor activity, and their integration. Hierarchical linear modeling of developmental trajectories reveals that the fetus develops in predictable ways consistent with advancing parasympathetic regulation. Findings also include: within-fetus stability (i.e., preservation of rank ordering over time) for heart rate, motor, and coupling measures; a transitional period of decelerating development near 30 weeks gestation; sex differences in fetal heart rate measures but not in most fetal motor activity measures; modest correspondence in fetal neurodevelopment among siblings as compared to unrelated fetuses; and deviations from normative fetal development in fetuses affected by intrauterine growth restriction and other conditions. Maternal parameters also change during this period of gestation and there is evidence that fetal sex and individual variation in fetal neurobehavior infl uence maternal physiological processes and the local intrauterine context. Results are discussed within the framework of neuromaturation, the emergence of individual differences, and the bidirectional nature of the maternal-fetal relationship. We pose a number of open questions for future research. Although the human fetus remains just out of reach, new technologies portend an era of accelerated discovery of the earliest period of development.
Longitudinal Study of Infant Cortisol Response During Learning Events
AvLaura A. Thompson,Gin Morganm. fl.
Häftad, Engelska, 2016
445 kr
Skickas inom 5-8 vardagar
Cortisol, a hormone associated with the stress response, affects adult performance on learning and memory tasks, yet whether cortisol helps or hinders performance depends on the direction of cortisol change during the task, the amount of change, and the type of task. Past studies of infants are few and confl icting regarding whether an increasing or decreasing cortisol reactivity pattern facilitates cognitive performance. Similarly, few studies have assessed whether an association exists between maternal sensitivity and learning in infancy. The present study assessed relations between maternal sensitivity, infants’ cortisol response to maternal separation and a novel cognitive task, and cognitive performance at 3, 6, 8, 10, and 12 months. At each phase, infants completed different cognitive tasks, maternal and infant cortisol was measured before and after the task, and motherinfant behavior was assessed to determine maternal sensitivity. When performance on the tasks varied with cortisol response or maternal sensitivity, better performance was associated with a decreasing pattern of cortisol response (lower cortisol after the task than before) and higher levels of maternal sensitivity. Relations between cortisol response and infant cognitive performance were not, however, mediated by maternal sensitivity. Longitudinal analyses revealed no intra-individual stability in infants’ cortisol response patterns over the fi rst year; however, at the group level, the decreasing cortisol response pattern became more prevalent across this age range, especially in girls. Additionally, beginning at 6 months, maternal sensitivity was stable across phases. Results are discussed in terms of their implications for the development of regulation abilities during infancy.
Working Memory Capacity in Context
Modeling Dynamic Processes of Behavior, Memory, and Development
AvVanessa Simmering,Patricia J. Bauer
Häftad, Engelska, 2016
458 kr
Skickas inom 5-8 vardagar
Higher cognitive functions are reliably predicted by working memory measures from two domains: children's performance on complex span tasks, and infants' looking behavior. Despite the similar predictive power across these research areas, theories of working memory development have not connected these different task types and developmental periods. The current project works to bridge this gap with a processoriented theory, focusing on two tasks assessing visual working memory capacity in infants (the change-preference task) versus children and adults (the change detection task). Previous results seem inconsistent, with capacity estimates increasing from one to four items during infancy, but only two to three items during early childhood. A probable source of this discrepancy is the different task structures used with each age group, but prior theories were not suffi ciently specific to relate performance across tasks. The current theory focuses on cognitive dynamics, that is, the formation, maintenance, and use of memory representations within task contexts over development. This theory was formalized in a computational model to generate three predictions: 1) increasing capacity estimates in the change-preference task beyond infancy; 2) higher capacity estimates in change-preference versus change detection when tested within individuals; and 3) correlated performance across tasks because both rely on the same underlying memory system. Lastly, model simulations tested a fourth prediction: development across tasks could be explained through increasing real-time stability, realized computationally as strengthening connectivity. Results confi rmed these predictions, supporting the cognitive dynamics account of performance and development changes in real-time stability.
Vocabulary of 2-Year-Olds Learning English and an Additional Language: Norms and Effects of Linguistic Distance
AvCaroline Floccia,Thomas D Sambrookm. fl.
Häftad, Engelska, 2018
486 kr
Skickas inom 5-8 vardagar
The majority of the world’s children grow up learning two or more languages. The study of early bilingualism is central to current psycholinguistics, offering insights into issues such as transfer and interference in development. From an applied perspective, it poses a universal challenge to language assessment practices throughout childhood, as typically developing bilingual children usually underperform relative to monolingual norms when assessed in one language only. We measured vocabulary with Communicative Development Inventories for 372 24-month-old toddlers learning British English and one Additional Language out of a diverse set of 13 (Bengali, Cantonese, Dutch, French, German, Greek, Hindi-Urdu, Italian, Mandarin, Polish, Portuguese, Spanish and Welsh). We furthered theoretical understanding of bilingual development by showing, for the first time, that linguistic distance between the child’s two languages predicts vocabulary outcome, with phonological overlap related to expressive vocabulary, and word order typology and morphological complexity related to receptive vocabulary, in the Additional Language. Our study also has crucial clinical implications: we have developed the first bilingual norms for expressive and receptive vocabulary for 24-month-olds learning British English and an Additional Language. These norms were derived from factors identified as uniquely predicting CDI vocabulary measures: the relative amount of English versus the Additional Language in child-directed input and parental overheard speech, and infant gender. The resulting UKBTAT tool was able to accurately predict the English vocabulary of an additional group of 58 bilinguals learning an Additional Language outside our target range. This offers a pragmatic method for the assessment of children in the majority language when no tool exists in the Additional Language. Our findings also suggest that the effect of linguistic distance might extend beyond bilinguals’ acquisition of early vocabulary to encompass broader cognitive processes, and could constitute a key factor in the study of the debated bilingual advantage.
Del 3 - Monographs of the Society for Research in Child Development (MONO)
Moral Reasoning About Human Welfare in Adolescents and Adults
Judging Conflicts Involving Sacrificing and Saving Lives
AvAudun Dahl,Matthew Gingom. fl.
Häftad, Engelska, 2018
486 kr
Skickas inom 5-8 vardagar
The value of human life is a significant moral value for most people. Yet, past research has devoted little attention to the development of moral reasoning about the value of life. The present studies investigated how adolescents and adults reason about the value of life in the context of so-called trolley car situations. These situations, adopted from philosophy, involve the option of sacrificing the life of one person to save five others. Based on past developmental research, we expected that individuals would reason about distinct and sometimes conflicting considerations regarding the value of life. This approach contrasted with past research on adults' responses to trolley car situations, which has been taken to show that most moral evaluations are based not on reasoning but on affective, automatic reactions. In Study 1, 288 adolescents and adults were interviewed about trolley car situations designed to examine considerations like the value of human life and the relationship of those at risk with the actors. In Study 2, 144 college studens were interviewed to further examine the roles of those involved. Participants' justifications referred not only to the number of lives saved, but also to other considerations, such as intrinsic rights and personal responsibility for events. Moreover, responses indicated frequent conflicts about standard trolley car situations, counter to the argument that people's evaluations are automatic based soley on a counting of lives saved. The present findings indicated that adolescents and adults reason about, seek to coordinate, distinct moral considerations regarding the value of life.
Wiley Handbook on the Development of Children's Memory
AvPatricia J. Bauer,Robyn Fivush
Inbunden, Engelska, 2013
4 005 kr
Skickas inom 11-20 vardagar
This all-embracing Handbook on the Development of Children’s Memory represents the first place in which critical topics in memory development are covered from multiple perspectives, from infancy through adolescence. Forty-four chapters are written by experienced researchers who have influenced the field. Edited by two of the world’s leading experts on the development of memoryDiscusses the importance of a developmental perspective on the study of memoryThe first ever handbook to bring together the world’s leading academics in one reference guide Each section has an introduction written by one of the Editors, who have also written an overall introduction that places the work in historical and contemporary contexts in cognitive and developmental psychology 2 Volumes
Developmental Spans in Event Comprehension and Representation
Bridging Fictional and Actual Events
AvTammy Bourg,Patricia J. Bauerm. fl.
E-bok
PDF, Engelska, 2013
560 kr
Läs direkt efter köp
This book is about building metaphorical bridges--all sorts of bridges. At the most basic level, it concerns the bridges that individuals build to understand the events that they experience--the bridges that connect the events in the mind''s eye. At another level, it is about bridges that interconnect findings and theoretical frameworks concerning event comprehension and representation in different age groups, ranging from infancy to adulthood. Finally, it is about building bridges between researchers who share interests, yet may not ordinarily even be aware of each other''s work. The success of the book will be measured in terms of the extent to which the contributors have been able to create a picture of the course of development across a wide span in chronological age, and across different types of events, from the fictional to the actual. The individuals whose work is represented in this book conduct their work in a shared environment--they all have an intellectual and scholarly interest in event comprehension and representation. These interests are manifest in the overlapping themes of their work. These include a focus on how people come to temporally integrate individual "snapshots" to form a coherent event that unfolds over time, to understand cause and effect, and to appreciate the role of the goal of events. Another overlapping theme involves the possibility of individual differences. These themes are apparent in work on the early development of representations of specific episodes and autobiographical memories, and comprehension of complex events such as stories involving multiple characters and emotions. The editors of this volume had two missions: * to create a development span by bringing together researchers working from infancy to adulthood, and * to create a bridge between individuals working from within the text comprehension perspective, within the naturalistic perspective, and with laboratory analogues to the naturalistic perspective. Their measure of success will be the extent to which they have been able to create a picture of the course of development across a wide span in chronological age, and across different types of events--from fictional to actual.
Developmental Spans in Event Comprehension and Representation
Bridging Fictional and Actual Events
AvTammy Bourg,Patricia J. Bauerm. fl.
E-bok
Engelska, 2013
556 kr
Läs direkt efter köp
This book is about building metaphorical bridges--all sorts of bridges. At the most basic level, it concerns the bridges that individuals build to understand the events that they experience--the bridges that connect the events in the mind''s eye. At another level, it is about bridges that interconnect findings and theoretical frameworks concerning event comprehension and representation in different age groups, ranging from infancy to adulthood. Finally, it is about building bridges between researchers who share interests, yet may not ordinarily even be aware of each other''s work. The success of the book will be measured in terms of the extent to which the contributors have been able to create a picture of the course of development across a wide span in chronological age, and across different types of events, from the fictional to the actual. The individuals whose work is represented in this book conduct their work in a shared environment--they all have an intellectual and scholarly interest in event comprehension and representation. These interests are manifest in the overlapping themes of their work. These include a focus on how people come to temporally integrate individual "snapshots" to form a coherent event that unfolds over time, to understand cause and effect, and to appreciate the role of the goal of events. Another overlapping theme involves the possibility of individual differences. These themes are apparent in work on the early development of representations of specific episodes and autobiographical memories, and comprehension of complex events such as stories involving multiple characters and emotions. The editors of this volume had two missions: * to create a development span by bringing together researchers working from infancy to adulthood, and * to create a bridge between individuals working from within the text comprehension perspective, within the naturalistic perspective, and with laboratory analogues to the naturalistic perspective. Their measure of success will be the extent to which they have been able to create a picture of the course of development across a wide span in chronological age, and across different types of events--from fictional to actual.
Development of the Mediated Mind
Sociocultural Context and Cognitive Development
AvPatricia J. Bauer,Robyn Fivushm. fl.
E-bok
Engelska, 2004
1 021 kr
Läs direkt efter köp
This volume is a festschrift for Katherine Nelson, an NYU professor who was a pioneer in infant perception and memory. The "mediated mind" is a term coined by Dr. Nelson and it refers to how cognitive development is mediated by the sociocultural context, including language and social interaction. The impact of Nelson''s views on the sociocultural basis of cognition and her functionalist perspective on cognitive development are evident in the collection of chapters in this book. The contributors--all leaders in the field of cognitive development--examine ways in which cognition is embedded in everyday, meaningful activities and the role of social context and cultural symbol symptoms, such as language and text influence children''s developing concepts and thought. The concept of the mediated mind is examined from a variety of perspectives, including research in concept development, memory development, language learning, the development of literacy, narrative analysis, and children''s theory of mind. The significant contribution of this volume is that it addresses all aspects of the mediated mind. Memory--both autobiographical and event-semantic--theory of mind, mental representation, temporality, narrative, and metalinguistic awareness comprise the chapter topics. The breadth of topics represented is a tribute to the impact Nelson''s vision has on many developmental "domains." The contributors acknowledge and honor her work. Her theory and research paved the way for the advances in understanding a mediated mind that are evident and that will continue to shape notions of how the human mind develops and evolves within a social, interactive world.
Development of the Mediated Mind
Sociocultural Context and Cognitive Development
AvPatricia J. Bauer,Robyn Fivushm. fl.
E-bok
PDF, Engelska, 2004
1 021 kr
Läs direkt efter köp
This volume is a festschrift for Katherine Nelson, an NYU professor who was a pioneer in infant perception and memory. The "mediated mind" is a term coined by Dr. Nelson and it refers to how cognitive development is mediated by the sociocultural context, including language and social interaction. The impact of Nelson''s views on the sociocultural basis of cognition and her functionalist perspective on cognitive development are evident in the collection of chapters in this book. The contributors--all leaders in the field of cognitive development--examine ways in which cognition is embedded in everyday, meaningful activities and the role of social context and cultural symbol symptoms, such as language and text influence children''s developing concepts and thought. The concept of the mediated mind is examined from a variety of perspectives, including research in concept development, memory development, language learning, the development of literacy, narrative analysis, and children''s theory of mind. The significant contribution of this volume is that it addresses all aspects of the mediated mind. Memory--both autobiographical and event-semantic--theory of mind, mental representation, temporality, narrative, and metalinguistic awareness comprise the chapter topics. The breadth of topics represented is a tribute to the impact Nelson''s vision has on many developmental "domains." The contributors acknowledge and honor her work. Her theory and research paved the way for the advances in understanding a mediated mind that are evident and that will continue to shape notions of how the human mind develops and evolves within a social, interactive world.
Representation, Memory, and Development
Essays in Honor of Jean Mandler
AvGeorge Mandler,Mitchell Rabinowitzm. fl.
E-bok
Engelska, 2014
1 021 kr
Läs direkt efter köp
A festschrift to honor Jean Mandler, this volume contains contributions from leading scholars focusing on the child''s development of memory, visual representation, and language. It is appropriate for students and researchers in cognitive psychology, language acquisition, and memory.
Representation, Memory, and Development
Essays in Honor of Jean Mandler
AvGeorge Mandler,Mitchell Rabinowitzm. fl.
E-bok
PDF, Engelska, 2014
1 021 kr
Läs direkt efter köp
A festschrift to honor Jean Mandler, this volume contains contributions from leading scholars focusing on the child''s development of memory, visual representation, and language. It is appropriate for students and researchers in cognitive psychology, language acquisition, and memory.
Remembering the Times of Our Lives
Memory in Infancy and Beyond
AvPatricia J. Bauer
E-bok
Engelska, 2014
1 136 kr
Läs direkt efter köp
The purpose of Remembering the Times of Our Lives: Memory in Infancy and Beyond is to trace the development from infancy through adulthood in the capacity to form, retain, and later retrieve autobiographical or personal memories.
It is appropriate for scholars and researchers in the fields of cognitive psychology, memory, infancy, and human development.
Remembering the Times of Our Lives
Memory in Infancy and Beyond
AvPatricia J. Bauer
E-bok
PDF, Engelska, 2014
1 136 kr
Läs direkt efter köp
The purpose of Remembering the Times of Our Lives: Memory in Infancy and Beyond is to trace the development from infancy through adulthood in the capacity to form, retain, and later retrieve autobiographical or personal memories.
It is appropriate for scholars and researchers in the fields of cognitive psychology, memory, infancy, and human development.
Parameters of Remembering and Forgetting in the Transition from Infancy to Early Childhood
AvPatricia J. Bauer,Jennifer Wennerm. fl.
Häftad, Engelska, 2000
474 kr
Tillfälligt slut
An exploration of memory formation in young childrenParameters of Remembering and Forgetting in the Transition from Infancy to Early Childhood details research findings related to long-term memory formation in young children. While it has long been assumed that adults do not retain memories of their infancy, this study explores the possibility that long-term memories do form, and may manifest in different ways as a child matures. This book explores the study's methods, events, and analysis of results, with extensive appendices that provide additional information regarding the testing system, analysis parameters and control, and the specifics of research design that allayed effects on the participants' performance.

Patricia J. Bauer – författare

Advances in Child Development and Behavior

Varieties of Early Experience: Implications for the Development of Declarative Memory in Infancy

Short- and Long-Term Memory in Infancy and Early Childhood

Origins and Development of Recollection

Origins and Development of Recollection

Representation, Memory, and Development

Development of the Mediated Mind

Developmental Spans in Event Comprehension and Representation

Developmental Spans in Event Comprehension and Representation

Remembering the Times of Our Lives

Representation, Memory, and Development

Remembering the Times of Our Lives

Wiley Handbook on the Development of Children's Memory

Wiley Handbook on the Development of Children's Memory

National Institutes of Health Toolbox Cognition Battery (NIH Toolbox CB)

Studies in Fetal Behavior

Longitudinal Study of Infant Cortisol Response During Learning Events

Working Memory Capacity in Context

Vocabulary of 2-Year-Olds Learning English and an Additional Language: Norms and Effects of Linguistic Distance

Moral Reasoning About Human Welfare in Adolescents and Adults

Wiley Handbook on the Development of Children's Memory

Developmental Spans in Event Comprehension and Representation

Developmental Spans in Event Comprehension and Representation

Development of the Mediated Mind

Development of the Mediated Mind

Representation, Memory, and Development

Representation, Memory, and Development

Remembering the Times of Our Lives

Remembering the Times of Our Lives

Parameters of Remembering and Forgetting in the Transition from Infancy to Early Childhood