Grounding development in cognitive processes.
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| Title: | Grounding development in cognitive processes. |
|---|---|
| Authors: | Samuelson, Larissa K., Smith, Linda B., Samuelson, L K (AUTHOR), Smith, L B (AUTHOR) |
| Source: | Child Development. Jan/Feb2000, Vol. 71 Issue 1, p98-106. 9p. 2 Black and White Photographs, 1 Graph. |
| Subjects: | Cognitive learning, Child psychology |
| Abstract: | Developmentalists have made remarkable progress over the last several decades in detailing what children know at various points in development. Less progress has been made, however, in detailing the processes through which knowledge is realized in real-time tasks, or in detailing the processes of developmental change. We argue that the operating characteristics of perceiving and remembering provide a foundation for making progress on these issues in the next century. We include three examples applying these ideas to specific phenomena in early word learning. These examples illustrate how forming developmental hypotheses in terms of perceiving and remembering may bring new insights into specific phenomena as well as into how the ordinary operating characteristics of perceiving and remembering serve as bootstraps to more specialized and more abstract kinds of knowledge. [ABSTRACT FROM AUTHOR] |
| Copyright of Child Development is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: pbh DbLabel: Psychology and Behavioral Sciences Collection An: 3061029 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Grounding development in cognitive processes. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Samuelson%2C+Larissa+K%2E%22">Samuelson, Larissa K.</searchLink><br /><searchLink fieldCode="AR" term="%22Smith%2C+Linda+B%2E%22">Smith, Linda B.</searchLink><br /><searchLink fieldCode="AR" term="%22Samuelson%2C+L+K%22">Samuelson, L K</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Smith%2C+L+B%22">Smith, L B</searchLink> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Child+Development%22">Child Development</searchLink>. Jan/Feb2000, Vol. 71 Issue 1, p98-106. 9p. 2 Black and White Photographs, 1 Graph. – Name: Subject Label: Subjects Group: Su Data: <searchLink fieldCode="DE" term="%22Cognitive+learning%22">Cognitive learning</searchLink><br /><searchLink fieldCode="DE" term="%22Child+psychology%22">Child psychology</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Developmentalists have made remarkable progress over the last several decades in detailing what children know at various points in development. Less progress has been made, however, in detailing the processes through which knowledge is realized in real-time tasks, or in detailing the processes of developmental change. We argue that the operating characteristics of perceiving and remembering provide a foundation for making progress on these issues in the next century. We include three examples applying these ideas to specific phenomena in early word learning. These examples illustrate how forming developmental hypotheses in terms of perceiving and remembering may bring new insights into specific phenomena as well as into how the ordinary operating characteristics of perceiving and remembering serve as bootstraps to more specialized and more abstract kinds of knowledge. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Child Development is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=3061029 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1111/1467-8624.00123 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 9 StartPage: 98 Subjects: – SubjectFull: Cognitive learning Type: general – SubjectFull: Child psychology Type: general Titles: – TitleFull: Grounding development in cognitive processes. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Samuelson, Larissa K. – PersonEntity: Name: NameFull: Smith, Linda B. – PersonEntity: Name: NameFull: Samuelson, L K – PersonEntity: Name: NameFull: Smith, L B IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: Jan/Feb2000 Type: published Y: 2000 Identifiers: – Type: issn-print Value: 00093920 Numbering: – Type: volume Value: 71 – Type: issue Value: 1 Titles: – TitleFull: Child Development Type: main |
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