Abstract
Book Description
Cognitive function is crucial to human beings right across the life course. Developed in an early age, cognitive function is influenced by environmental factors, changing over time. This book has reviewed and updated some areas on cognitive development, process and challenges. Across 11 chapters, the book covers theory explorations to original studies in the real world.
The book has offered important insight into a theoretical understanding of the basic cognitive processes involved in the generation of new knowledge and ways in which to promote the development of learning and semantic memory. It has examined how cognitive development is related to emotional development, and how traditional and current theories of cognitive development provide a framework for understanding the development of emotion processing in children. Children’s conceptual development and cross-classification theories have been reviewed, particularly examining how children use classification, the ability to group items into categories, to structure the world into meaningful units. The effects of different parent-child activities on early literacy have been examined, with discussion on the contribution of different parent-child dyadic activities at home in promoting skills that pave the way to reading and spelling acquisition. On determining the relations among parenting, socio-emotional engagement, shared practices, language and perspective taking skills, new data show that constructivist approaches provide a powerful way to investigate the development of children’s social cognition. They also indicate that maternal factors and mother-child shared practices facilitate children’s mastery of sentential complements, conversation skill, and explicit perspective taking skills. In particular, this book has explored the face-inversion effect in children, with new perspectives indicating that expert face processing mechanisms are only employed for the recognition of faces from the age of 10, but inexpert mechanisms employed prior to this age.
This book has updated knowledge about the remaining challenges for theories of cognitive development, especially in terms of exploring the reciprocal relation between cognition and emotion. It has examined external environments in relation to cognitive development, including adaptation requiring both memory of past events and cognitive transfer, and the effects of indoor and outdoor air pollutions on cognitive functioning.
Cognitive function is crucial to human beings right across the life course. Developed in an early age, cognitive function is influenced by environmental factors, changing over time. This book has reviewed and updated some areas on cognitive development, process and challenges. Across 11 chapters, the book covers theory explorations to original studies in the real world.
The book has offered important insight into a theoretical understanding of the basic cognitive processes involved in the generation of new knowledge and ways in which to promote the development of learning and semantic memory. It has examined how cognitive development is related to emotional development, and how traditional and current theories of cognitive development provide a framework for understanding the development of emotion processing in children. Children’s conceptual development and cross-classification theories have been reviewed, particularly examining how children use classification, the ability to group items into categories, to structure the world into meaningful units. The effects of different parent-child activities on early literacy have been examined, with discussion on the contribution of different parent-child dyadic activities at home in promoting skills that pave the way to reading and spelling acquisition. On determining the relations among parenting, socio-emotional engagement, shared practices, language and perspective taking skills, new data show that constructivist approaches provide a powerful way to investigate the development of children’s social cognition. They also indicate that maternal factors and mother-child shared practices facilitate children’s mastery of sentential complements, conversation skill, and explicit perspective taking skills. In particular, this book has explored the face-inversion effect in children, with new perspectives indicating that expert face processing mechanisms are only employed for the recognition of faces from the age of 10, but inexpert mechanisms employed prior to this age.
This book has updated knowledge about the remaining challenges for theories of cognitive development, especially in terms of exploring the reciprocal relation between cognition and emotion. It has examined external environments in relation to cognitive development, including adaptation requiring both memory of past events and cognitive transfer, and the effects of indoor and outdoor air pollutions on cognitive functioning.
| Original language | English |
|---|---|
| Place of Publication | New York |
| Publisher | NY: Nova Science Publishers |
| Number of pages | 293 |
| ISBN (Electronic) | Book Description, 978-1-63117-611-1 |
| ISBN (Print) | 978-1-63117-604-3, 978-1-63117-604-8 |
| Publication status | Published - 2014 |