Child Psychology

Cognitive Developmental Change: Theories, Models and by Andreas Demetriou, Visit Amazon's Athanassios Raftopoulos

By Andreas Demetriou, Visit Amazon's Athanassios Raftopoulos Page, search results, Learn about Author Central, Athanassios Raftopoulos,

Connecting conventional Piagetian, details processing, and psychometric techniques with more moderen frameworks and instruments for the overview and research of swap, this e-book presents a state-of-the-art account of the newest concept and learn. Chapters conceal key theories of cognitive swap, the standards that have an effect on swap together with neurological, emotional and socio-cultural elements and the newest equipment for measuring and modelling swap.

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According to Kail (1991), what is common between the different tasks is the child’s cycle time, that is, the time needed to execute each step or mental operation in the sequence of operations needed to attain a goal. Thus, any speed difference between a child and an adult solving the same task is due to the fact that the child’s cycle times are longer than those of the adult. As cycle times decrease, processing becomes faster until it reaches its maximum. , to recognize Chinese ideographs constructed of other ideographs differing in meaning, form and pronunciation from the target ideograph).

Second, there seems to be an inverse trade-off between the central executive and the storage buffers, so that the higher the involvement of executive processes the less is the manifest capacity of the modality-specific buffers. This is so because the executive operations themselves consume part of the available processing recourses. However, with age, executive operations and information are chunked into integrated units. As a result, with development, the person can store increasingly more complex units of information.

For example, focusing on such verbs as ‘is’ or ‘belongs to’, or connectives such as ‘and’, ‘if’, and ‘or’, directs thinking to the relationships between the statements, rather than simply the statements themselves. These processes, the second in particular, enable 32 Andreas Demetriou one to grasp the basic logical relations of conjunction (‘. . and . . and . ’), disjunction (‘either . . or’), implication (‘if . . then’), etc. (Efklides, Demetriou and Metallidou 1994). Explicit knowledge about grammar and syntax and explicit knowledge about logical reasoning belong to the third level of the organization of this system.

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