First published in 1983. Routledge is an imprint of Taylor & Francis, an informa company.
Originally published in 1983, the aim of this book was to discuss some fundamental problems of cognitive developmental psychology at the time.
Children's counting and concepts of number. New York: Springer-Verlag. Fuson, K. C. (1992a). Relationships between counting and cardinality from age 2 to age 8. In J. Bideaud, C. Meljac, & J.-P. Fischer (Eds.), Pathways to number: ...
Issues in Perception, Cognition, Development, and Personality: 2012 Edition is a ScholarlyEditions™ eBook that delivers timely, authoritative, and comprehensive information about Vision and Perception Psychology.
Marianella Casasola is an Associate Professor in the Department of Human Development at Cornell University, where she has been teaching since earning her doctorate in Psychology at the University of Texas at Austin.
Issues in Perception, Cognition, Development, and Personality: 2011 Edition is a ScholarlyEditions™ eBook that delivers timely, authoritative, and comprehensive information about Perception, Cognition, Development, and Personality.
; This book reviews a number of issues in early human development.
The editors have built Issues in Perception, Cognition, Development, and Personality: 2013 Edition on the vast information databases of ScholarlyNews.™ You can expect the information about Personality Research in this book to be deeper ...
Young children's use of color and classification: Foods and canonically colored objects. ... Comparison, basic-level categories, and the teaching of adjectives. ... Categorization and naming in children: Problems of induction.
Late talkers show no shape bias in a novel name extension task. Developmental Science, 6(5), 477–483. Kalish, C.W., & Gelman, S.A. (1992). On wooden pillows: Multiple classification and children's category-based inductions.
The essays range across fields foundational to cognitive science, including perception, attention, memory, and language, using formal, experimental, and neuroscientific approaches to issues of representation and learning.