Language in Cognitive Development: The Emergence of the Mediated Mind
Cambridge University Press, 13 մրտ, 1998 թ. - 452 էջ
This book highlights a transition from the study of language and cognition to that of language in cognition. It presents an integrative theory of cognitive development, emphasizing the important role that language plays in taking the two to five year old child to new levels of cognitive operations in memory, forming concepts, categories, processing narratives, and understanding other people's intentions. The author considers biological evolution the source of both language and culture, but she argues that qualitatively different modes of thinking and knowing emerge therefrom.
What people are saying - Write a review
We haven't found any reviews in the usual places.
Language Cognition and Culture in Developmental Perspective
Emergence of Human Minds in Evolution and Development
Evolution and Development of the Hybrid Mind
Early Cognition Episodic to Mimetic Childhood in a Hybrid Culture
The Emergence of Mediating Language
Memory in Early Childhood The Emergence of the Historical Self
Emergence of the Storied Mind
The Emergence of the Paradigmatic Mind
Այլ խմբագրություններ - View all
3-year-olds abstract acquire acquisition actions activities adults autistic autobiographical memory basic basis beginning biological brain capacity Chapter child childhood amnesia chimpanzees claim cognitive development communicative complex concepts construction context cultural developmental developmental psychology discourse domains Donald's early childhood emergence Emily Emily's environment episodic memory event knowledge event representations evidence evolution evolutionary example experience experiential external forms function guage hominid Homo erectus human cognition implies important individual infant interactions interpretation kind language learning linguistic Lucariello meaning mediated ment mental mental model mimesis mimetic narrative Nelson objects organized parents Pee Wee Herman perceptual perspective Piaget preschool present primates problem proposal relations relevant representational system role routines script semantic semantic memory semiotic sequence shared slot-filler social specific speech stage story structure studies suggests symbolic talk temporal theoretical theory of mind thinking tion tive understanding Vygotsky words young children