000 04431nam a22005655i 4500
001 978-1-4614-2248-8
003 DE-He213
005 20210517160412.0
007 cr nn 008mamaa
008 111121s2012 xxu| s |||| 0|eng d
020 _a9781461422488
_9978-1-4614-2248-8
024 7 _a10.1007/978-1-4614-2248-8
_2doi
050 4 _aBF712-724.92
072 7 _aJMC
_2bicssc
072 7 _aPSY039000
_2bisacsh
072 7 _aJMC
_2thema
082 0 4 _a155
_223
100 1 _aPillow, Bradford H.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
_926398
245 1 0 _aChildren’s Discovery of the Active Mind
_h[electronic resource] :
_bPhenomenological Awareness, Social Experience, and Knowledge About Cognition /
_cby Bradford H. Pillow.
250 _a1st ed. 2012.
264 1 _aNew York, NY :
_bSpringer New York :
_bImprint: Springer,
_c2012.
300 _aXI, 99 p. 1 illus.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aSpringerBriefs in Child Development,
_x2192-838X
505 0 _aChapter 1. Learning About Cognitive Activities -- Chapter 2. Conceptual Knowledge About Cognitive Activities -- Chapter 3. Phenomenological Awareness: Consciousness and the Development of Cognitive Monitoring -- Chapter 4. Social Experience as a Source of Information about Mental Events -- Chapter 5. Patterns of Influence Among Phenomenological Awareness, Social Experience, and Conceptual Knowledge -- Chapter 6. Conclusion.
520 _aDuring the past 25 years, a great deal of research and theory has addressed the development of young children’s understanding of mental states such as knowledge, beliefs, desires, intentions, and emotions.  Although developments in children’s understanding of the mind subsequent to early childhood has received less attention, in recent years a growing body of research has emerged examining understanding of psychological functioning during middle and late childhood. Combined with the literature on adolescent epistemological development, this research provides a broader picture of age-related changes in children’s understanding of the mind. Guided by the goals of describing developmental changes in children’s concepts of cognitive functioning and identifying sources of information that contribute to learning about cognition, Children’s Discovery of the Active Mind organizes empirical literature concerning the development of children’s knowledge of cognitive activities from early childhood to adolescence and presents a conceptual framework that integrates children’s introspective activities with social influences on development.  Bringing together theoretical and empirical work from developmental, cognitive, and social psychology, the author argues that rather than depending upon a single source of information, developmental progress is driven by combinations of children’s conceptual knowledge of mental functioning, children’s phenomenological awareness of their own cognitive activities, and children’s social experience.
650 0 _aDevelopmental psychology.
_926399
650 0 _aEducational psychology.
_926400
650 0 _aEducation—Psychology.
_926401
650 0 _aCognitive psychology.
_926402
650 0 _aPersonality.
_926403
650 0 _aSocial psychology.
_926404
650 1 4 _aDevelopmental Psychology.
_0https://scigraph.springernature.com/ontologies/product-market-codes/Y20010
_926405
650 2 4 _aEducational Psychology.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O39000
_926406
650 2 4 _aCognitive Psychology.
_0https://scigraph.springernature.com/ontologies/product-market-codes/Y20060
_926407
650 2 4 _aPersonality and Social Psychology.
_0https://scigraph.springernature.com/ontologies/product-market-codes/Y20050
_926408
710 2 _aSpringerLink (Online service)
_926409
773 0 _tSpringer Nature eBook
776 0 8 _iPrinted edition:
_z9781461422495
776 0 8 _iPrinted edition:
_z9781461422471
830 0 _aSpringerBriefs in Child Development,
_x2192-838X
_926410
856 4 0 _uhttps://doi.org/10.1007/978-1-4614-2248-8
912 _aZDB-2-BHS
912 _aZDB-2-SXBP
999 _c182078
_d182078