children s language volume 5 005 children s language series

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An Open Book What And How Young Children Learn From Picture And Story Books

Author : Jessica S. Horst
ISBN : 9782889197286
Genre :
File Size : 25. 77 MB
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Looking at and listening to picture and story books is a ubiquitous activity, frequently enjoyed by many young children and their parents. Well before children can read for themselves they are able to learn from books. Looking at and listening to books increases children’s general knowledge, understanding about the world and promotes language acquisition. This collection of papers demonstrates the breadth of information pre-reading children learn from books and increases our understanding of the social and cognitive mechanisms that support this learning. Our hope is that this Research Topic/eBook will be useful for researchers as well as educational practitioners and parents who are interested in optimizing children’s learning.

Sugar And Spice And Everything Nice Exploring Prosocial Development Through Infancy And Early Childhood

Author : Chris Moore
ISBN : 9782889195169
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File Size : 80. 90 MB
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Prosocial behaviors such as sharing, helping, and comforting begin to emerge early in development. The presence of these prosocial behaviors is important not only in childhood, but throughout one’s lifetime, as behaving prosocially is important for social functioning and maintaining social relationships. For many years researchers have been interested in how and when these behaviors develop, as well as how these behaviors are influenced by a variety of factors. Recently however, exciting new research has shown novel and surprising findings, particularly on the early development and ontogenetic origins of prosocial behavior. Research is this area is important, as by understanding what influences prosocial behavior, we may be better able to sustain and support the development of prosociality. Further, a richer understanding may help us to be better able to mediate factors that impede or negatively influence positive social behaviors, as well as negate triggers that may lead to negative social behaviors. Many theoretical views guide different streams of developmental research in this field. Here, we will bring together scholars from various theoretical backgrounds, to collectively explore the development of early prosocial behaviors from early infancy to early school aged children. Contributors will offer insights using a variety of methodologies, from various resource allocation paradigms derived from economist game theorists, to looking time paradigms and more. Together we seek to broadly explore questions pertaining to prosocial development, for example- at what age do prosocial behaviors, moral understanding, or social selectivity emerge? Contributors will individually address unique research questions across a spectrum of topics. For example, how prosocial behaviors are influenced by underlying mechanisms, such as moral emotions (e.g. guilt and sympathy), will be explored, as will how children’s expectations may shape their behaviors, and how they come to care about others. Questions surrounding different contexts will also be investigated. For example, how does empathy influence prosociality? Do children treat partners differently depending on their past behaviors, wealth, or other characteristics? Does whether there is a cost associated with behaving prosocially influence decision-making? By incorporating the work of numerous researchers in the field of prosocial development, who contribute comprehensive reviews of past research, unique theoretical perspectives and empirical approaches, the proposed research topic endeavors to provide new insights into a breadth of prosocial behaviors. In sum, the proposed research topic will contribute to our understanding of prosocial development in the early years by highlighting the relevant factors and contexts under which prosocial behavior emerges.

The Variable Mind How Apparently Inconsistent Effects Might Inform Model Building

Author : Simona Amenta
ISBN : 9782889198597
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Model building is typically based on the identification of a set of established facts in any given field of research, insofar as the model is then evaluated on how well it accounts for these facts. Psychology – and specifically visual word identification and reading – is no exception in this sense (e.g., Amenta & Crepaldi, 2012; Coltheart et al., 2001; Grainger & Jacobs, 1996). What counts as an established fact, however, was never discussed in great detail. It was typically considered, for example, that experimental effects need to replicate across, e.g., individuals, experimental settings, and languages if they are to be believed. The emphasis was on consistency, perhaps under a tacit assumption that the universal principles lying behind our cognitive structures determine our behaviour for the most part (or at least for that part that is relevant for model building). There are signs that a different approach is growing up in reading research. On a theoretical ground, Dennis Norris’ Bayesian reader (2006, 2009) has advanced the idea that models can dispense of static forms of representation (i.e., fixed architectures), and process information in a way that is dynamically constrained by context-specific requirements. Ram Frost (2012) has focused on language-specific constraints in the development of general theories of reading. On an empirical ground, the most notable recent advance in visual word identification concern the demonstration that some previously established (in the classic sense) effects depend heavily on language (Velan and Frost, 2011), task (e.g., Duñabeitia et al., 2011; Marelli et al., 2013; Kinoshita and Norris, 2009), or even individual differences (Andrews & Lo, 2012, 2013). Variability has become an intrinsic and informative aspect of cognitive processing, rather than a sign of experimental weakness. This Research Topic aims at moving forward in this new direction by providing an outlet for experimental and theoretical papers that: (i) explore more in depth the theoretical basis for considering variability as an intrinsic property of the human cognitive system; (ii) highlight new context-dependent experimental effects, in a way that is informative on the dynamics of the underlying cognitive processing; (iii) shed new light on known context-dependent experimental effects, again in a way that enhances their theoretical informativeness.

Beyond The Body The Future Of Embodied Cognition

Author : Guy Dove
ISBN : 9782889197972
Genre : Cognition
File Size : 26. 80 MB
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Embodied cognition represents one of most important research programs in contemporary cognitive science. Although there is a diversity of opinion concerning the nature of embodiment, the core idea is that cognitive processes are influenced by body morphology, emotions, and sensorimotor systems. This idea is supported by an ever increasing collection of empirical studies that fall into two broad classes: one consisting of experiments that implicate action, emotion, and perception systems in seemingly abstract cognitive tasks and the other consisting of experiments that demonstrate the contribution of bodily interaction with the external environment to the performance of such tasks. Now that the research program of embodied cognition is well established, the time seems right for assessing its further promise and potential limitations. This research topic aims to create an interdisciplinary forum for discussing where we go from here. Given that we have good reason to think that the body influences cognition in surprisingly robust ways, the central question is no longer whether or not any cognitive processes are embodied. Instead, other questions have come to the fore: To what extent are cognitive processes in general embodied? Are there disembodied processes? Among those that are embodied, how are they embodied? Is there more than one kind of embodiment? Is embodiment a matter of degree? There are a number of specific issues that could be addressed by submissions to this research topic. Some supporters of embodied cognition eschew representations. Should anti-representationalism be a core part of an embodied approach? What role should dynamical models play? Research in embodied cognition has tended to focus on the importance of sensorimotor areas for cognition. What are the functions of multimodal or amodal brain areas? Abstract concepts have proved to be a challenge for embodied cognition. How should they be handled? Should researchers allow for some form of weak embodiment? Currently, there is a split between those who offer a simulation-based approach to embodiment and those who offer an enactive approach. Who is right? Should there be a rapprochement between these two groups? Some experimental and robotics researchers have recently shown a great deal of interest in the idea that external resources such as language can serve as form of cognitive scaffolding. What are the implications of this idea for embodied cognition? This research aims to bring together empirical and theoretical work from a diversity of perspectives. Subtitling is one of the most important disciplines in the history of social sciences, with the help of cognitive psychology. Researchers are encouraged to submit papers to discussing the future of embodied cognition, methods, models, or theories.

Interdisciplinary Approaches To Multilingualism

Author : Suzanne Curtin
ISBN : 9782889195183
Genre :
File Size : 87. 60 MB
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This research topic stems from the "Interdisciplinary Approaches to Multilingualism" conference, which was hosted by the Language Research Centre at the University of Calgary. It was the first conference of its kind, which brought together the work of researchers, educators, and policy makers in the areas of first and second language acquisition from psycholinguistic and pedagogical perspectives. The goal was to provide an opportunity for participants to engage with the implications of multilingualism from a range of perspectives, including the effects of being bilingual from infancy to adulthood, the process and benefits of learning multiple languages, and the impact of multilingualism on society.

Resources In Education

Author :
ISBN : UOM:39015079871995
Genre : Education
File Size : 21. 62 MB
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Research In Education

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ISBN : UOM:39015023534558
Genre : Education
File Size : 70. 4 MB
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1970 Census Of Population

Author :
ISBN : IND:30000102914805
Genre : Louisiana
File Size : 52. 87 MB
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International Education Resources

Author : Pat Kern McIntyre
ISBN : UIUC:30112105176389
Genre : Education
File Size : 55. 59 MB
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Child And Adolescent Development In Your Classroom

Author : Christi Crosby Bergin
ISBN : 9781285965604
Genre : Education
File Size : 77. 64 MB
Format : PDF
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Covering development from early childhood through high school in an easy-to-follow format, this book provides future teachers with authentic, research-based strategies and guidelines for their classrooms. The authors apply child development concepts to topics of high interest and relevance to teachers, including classroom discipline, constructivism, social-emotional development, and many others. A strong emphasis on diversity among children is reflected throughout. Case studies and real-world vignettes further bridge the distance between research and the classroom, helping future teachers be better prepared to create an environment that promotes optimal development in children. Important Notice: Media content referenced within the product description or the product text may not be available in the ebook version.

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