Progress in Cognitive Development Research

Cognitive Learning and Memory in Children

Progress in Cognitive Development Research

Editors: Pressley, M., Brainerd, C.J. (Eds.)

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About this book

For some time now, the study of cognitive development has been far and away the most active discipline within developmental psychology. Although there would be much disagreement as to the exact proportion of papers published in developmental journals that could be considered cognitive, 50% seems like a conservative estimate. Hence, a series of scholarly books devoted to work in cognitive development is especially appropriate at this time. The Springer Series in Cognitive Development contains two basic types of books, namely, edited collections of original chapters by several authors, and original volumes written by one author or a small group of authors. The flagship for the Springer Series is a serial pUblication of the" advances" type, carrying the subtitle Progress in Cognitive Development Research. Each volume in the Progress sequence is strongly thematic, in that it is limited to some well-defined domain of cognitive-developmental research (e. g. , logical and mathematical development, development of learning). All Progress volumes will be edited collections. Editors of such collections, upon consultation with the Series Editor, may elect to have their books published either as contributions to the Progress sequence or as separate volumes. All books written by one author or a small group of authors are being published as separate volumes within the series. A fairly broad definition of cognitive development is being used in the selection of books for this series.

Table of contents (7 chapters)

Table of contents (7 chapters)
  • Children’s Use of Cognitive Strategies, How to Teach Strategies, and What to Do If They Can’t Be Taught

    Pages 1-47

    Pressley, Michael (et al.)

  • Memory in Very Young Children

    Pages 49-79

    Daehler, Marvin W. (et al.)

  • Social Contexts and Functions of Children’s Remembering

    Pages 81-115

    Paris, Scott G. (et al.)

  • Memory Development in Cultural Context

    Pages 117-142

    Rogoff, Barbara (et al.)

  • Figure and Fantasy in Children’s Language

    Pages 143-179

    Reyna, Valerie F.

Buy this book

eBook n/a
  • ISBN 978-1-4613-9544-7
  • Digitally watermarked, DRM-free
  • Included format: EPUB, PDF
  • ebooks can be used on all reading devices
Softcover n/a
  • ISBN 978-1-4613-9546-1
  • Free shipping for individuals worldwide
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Bibliographic Information

Bibliographic Information
Book Title
Cognitive Learning and Memory in Children
Book Subtitle
Progress in Cognitive Development Research
Editors
  • M. Pressley
  • C.J. Brainerd
Series Title
Progress in Cognitive Development Research
Copyright
1985
Publisher
Springer-Verlag New York
Copyright Holder
Springer-Verlag New York Inc.
eBook ISBN
978-1-4613-9544-7
DOI
10.1007/978-1-4613-9544-7
Softcover ISBN
978-1-4613-9546-1
Edition Number
1
Number of Pages
XIV, 250
Topics