Advances in Child Development and Behavior by Robert V. Kail, Hayne W. Reese

By Robert V. Kail, Hayne W. Reese

Quantity 36 of the Advances in baby improvement and behaviour sequence comprises ten chapters that spotlight probably the most fresh learn in developmental and academic psychology. a big selection of issues are mentioned intimately, together with King Solomon's tackle observe studying, Orthographic studying, Attachment and have an effect on law, functionality, relatives Dynamics, Rational idea, formative years Aggression, Social Cognitive Neuroscience of Infancy, kid's considering, and distant move in kids, and lots more and plenty extra. every one bankruptcy presents intensive discussions of varied developmental psychology specializations. This quantity serves as a useful source for psychology researchers and complex psychology scholars. *Goes extensive to deal with 8 varied developmental and academic psychology topics*A worthwhile source for either psychology researchers and scholars

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Golinkoff, R. , & Salkind, S. (2006). Conceptual foundations for verb learning: Celebrating the event. In K. Hirsh-Pasek & R. M. ), Action meets word: How children learn verbs (pp. 134–159). New York: Oxford University Press. , & Hirsh-Pasek, K. (2007). Manners matter: Infants’ attention to manner and path in non-linguistic dynamic events. Unpublished manuscript. , & Wynn, K. (1998). Individuation of actions from continuous motion. Psychological Science, 9, 357–362. Slobin, D. (2001). The child learns to think for speaking: Puzzles of crosslinguistic diversity in form-meaning mappings.

Of course, although word recognition proficiency is a pre-requisite for literacy learning, it is no guarantee of good text understanding. Highly skilled word decoders—so-called hyperlexics (the mirror image of dyslexia)—are distinguished by their exceptional word reading ability, yet their low intelligence and particularly poor language comprehension renders them unable to comprehend the material they decode so well (Nation, 1999). The ability to instantly and effortlessly recognize the printed word is, in many ways, the quintessence of reading skill.

New York: Oxford University Press. Forbes, J. , & Farrar, J. M. (1995). Learning to represent word meaning: What initial training events reveal about children’s developing action verb concepts. Cognitive Development, 10, 1–20. Gentner, D. (1982). Why are nouns learned before verbs: Linguistic relativity versus natural partitioning. In S. A. ), Language development, Vol. 2: Language, thought and culture (pp. 301–334). Hillsdale, NJ: Lawrence Erlbaum Associates. , & Boroditsky, L. (2001). Individuation, relational relativity and early word learning.

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