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| andreas demetriou theory of cognitive development: Neo-Piagetian Theories of Cognitive Development Andreas Demetriou, Michael Shayer, Anastasia Efklides, 2016-07-07 Piagetian theory was once considered able to describe the structure and development of human thought. As a result, it generated an enthusiasm that it could direct education to develop new teaching methods, particularly in science and mathematics. However, disillusionment with Piagetian theory came rather quickly because many of its structural and developmental assumptions appeared incongruent with empirical evidence. In recent years several neo-Piagetian theories have been proposed which try to preserve the strengths of Piaget’s theory, while eliminating its weaknesses. At the same time several other models have been advanced originating from different epistemological traditions, such as cognitive/differential psychology or socio-historical approaches. Originally published in 1992, this title was unique in representing most of these theories and traditions. Specifically, the authors focus their work on the educational implications of their research. The chapters are organised in three parts: the first part presents some widely known models of cognitive development and discusses their implications for different aspects of education; the second part is devoted to learning and cognitive acceleration; while part three highlights teaching methods that would improve the acquisition of particular skills in specific areas. Written by an eminent group of truly international contributors, this title will still be useful to students and researchers in cognitive development and education, as well as educational policy makers. |
| andreas demetriou theory of cognitive development: Growing Minds Andreas Demetriou, George Spanoudis, 2018-02-05 Interest in the human mind is a centuries-old fascination, dating back to Plato, Aristotle, and Descartes. While the theories proposed about the human mind have since advanced and evolved, the fascination remains. Growing Minds is a unique and interdisciplinary work that guides the reader through an examination of the human mind's nature, performance, lifespan, and variations. The book sets out to answer a variety of questions: What are the cognitive processes underlying intelligence? What is general and what is specific in intelligence? What is stable and what is changing in intelligence as children grow older? Why do individuals differ in intelligence, and are differences genetically determined? How is intelligence and intellectual development related to the genome and the brain? How is intelligence related to personality? Can intelligence be enhanced by specific interventions? The text is organised into three parts: the first provides a summary and evaluation of research conducted on the human mind by experimental cognitive psychology, differential psychology, and developmental psychology. The second presents an overarching theory of the growing mind, showing how mind and intelligence are at the crossroads of nature and nurture; and the third assesses the relationship between education and intelligence. This book is the result of decades of extensive research and culminates in the proposal of a new overarching and integrated theory of the developing mind. For the first time, research is gathered and combined to form a comprehensive concept and fulfil the need for a fresh, integrative paradigm which both asks and answers questions about the human mind from a multi-faceted perspective. |
| andreas demetriou theory of cognitive development: Neo-Piagetian Theories of Cognitive Development Andreas Demetriou, Michael Shayer, Anastasia Efklides, 2016-07-07 Piagetian theory was once considered able to describe the structure and development of human thought. As a result, it generated an enthusiasm that it could direct education to develop new teaching methods, particularly in science and mathematics. However, disillusionment with Piagetian theory came rather quickly because many of its structural and developmental assumptions appeared incongruent with empirical evidence. In recent years several neo-Piagetian theories have been proposed which try to preserve the strengths of Piaget’s theory, while eliminating its weaknesses. At the same time several other models have been advanced originating from different epistemological traditions, such as cognitive/differential psychology or socio-historical approaches. Originally published in 1992, this title was unique in representing most of these theories and traditions. Specifically, the authors focus their work on the educational implications of their research. The chapters are organised in three parts: the first part presents some widely known models of cognitive development and discusses their implications for different aspects of education; the second part is devoted to learning and cognitive acceleration; while part three highlights teaching methods that would improve the acquisition of particular skills in specific areas. Written by an eminent group of truly international contributors, this title will still be useful to students and researchers in cognitive development and education, as well as educational policy makers. |
| andreas demetriou theory of cognitive development: The Development of Mental Processing , 2002 |
| andreas demetriou theory of cognitive development: Neo-Piagetian Theories of Cognitive Development Andreas Demetriou, Anastasia Efklides, Dr Michael Shayer, Michael Shayer, 2005-06-20 Educationalists espoused Piaget's theory of cognitive development with enthusiasm in the late 1960's. Since then however, Piaget's models have been widely criticised and have fallen out of favour. The Neo-Piagetians, as they have been dubbed, attempt to preserve the best of traditional Piagetian ideas and combine them with the results of recent empirical research. In this collection, an international array of the world's leading scholars show how new research and diverse research traditions can be reconciled with many of Piaget's models to provide useful insights into many of the problems faced by researchers in educational settings. |
| andreas demetriou theory of cognitive development: Cognitive Development Sergio Morra, Camilla Gobbo, Zopito Marini, Ronald Sheese, 2012-12-06 Tying together almost four decades of neo-Piagetian research, Cognitive Development provides a unique critical analysis and a comparison of concepts across neo-Piagetian theories. Like Piaget, neo-Piagetian theorists take a constructivist approach to cognitive development, are broad in scope, and assume that cognitive development is divided into stages with qualitative differences. Unlike Piaget, however, they define the increasing complexity of the stages in accordance with the child’s information processing system, rather than in terms of logical properties. This volume illustrates these characteristics and evidences the exciting possibilities for neo-Piagetian research to build connections both with other theoretical approaches such as dynamic systems and with other fields such as brain science. The opening chapter provides a historical orientation, including a critical distinction between the logical and the dialectical Piaget. In subsequent chapters the major theories and experimental findings are reviewed, including Pascual-Leone's Theory of Constructive Operators, Halford's structuralist theory, Fischer's dynamic systems approach to skills, Case's theory of Central Conceptual Structures, Siegler’s microgenetic approach, and the proposals of Mounoud and Karmiloff-Smith, as well as the work of others, including Demetriou and de Ribaupierre. The interrelation of emotional and cognitive development is discussed extensively, as is relevant non neo-Piagetian research on information processing. The application of neo-Piagetian research to a variety of topics including children's problem solving, psychometrics, and education is highlighted. The book concludes with the authors' views on possibilities for an integrated neo-Piagetian approach to cognitive development. |
| andreas demetriou theory of cognitive development: Cognitive Developmental Change Andreas Demetriou, Athanassios Raftopoulos, 2005-01-06 Cognitive Developmental Change makes a fascinating contribution to the fields of developmental, cognitive and educational science by bringing together a uniquely diverse range of perspectives for analysing the dynamics of change. Connecting traditional Piagetian, information processing, and psychometric approaches with newer frameworks for the analysis of developmental change it provides the reader with an account of the latest theory and research at the time of publication. The contributors to the volume, all internationally respected experts, were asked when writing to consider three main aspects of cognitive change. Its object (what changes in the mind during development), its nature (how does change occur?) and its causes (why does change occur? Or, what are the internal and external factors responsible for cognitive change?). As a result chapters cover key theories of cognitive change, the factors that affect change including neurological, emotional and socio-cultural factors and methods for measuring and modelling change. |
| andreas demetriou theory of cognitive development: The Architecture and Dynamics of Developing Mind Andreas Demetriou, Anastasia Efklides, Maria Platsidou, 1993 This Monograph presents a theory of cognitive development. The theory argues that the mind develops across three fronts. The first refers to a general processing system that defines the general potentials of mind to develop cognitive strategies and skills. The second refers to a hypercognitive system that governs self-understanding and self-regulation. The third involves a set of specialized structural systems that are responsible for the representation and processing of different reality domains. |
| andreas demetriou theory of cognitive development: Development of Geocentric Spatial Language and Cognition Pierre R. Dasen, Ramesh C. Mishra, 2010-08-12 Egocentric spatial language uses coordinates in relation to our body to talk about small-scale space ('put the knife on the right of the plate and the fork on the left'), while geocentric spatial language uses geographic coordinates ('put the knife to the east, and the fork to the west'). How do children learn to use geocentric language? And why do geocentric spatial references sound strange in English when they are standard practice in other languages? This book studies child development in Bali, India, Nepal, and Switzerland and explores how children learn to use a geocentric frame both when speaking and performing non-verbal cognitive tasks (such as remembering locations and directions). The authors examine how these skills develop with age, look at the socio-cultural contexts in which the learning takes place, and explore the ecological, cultural, social, and linguistic conditions that favor the use of a geocentric frame of reference. |
| andreas demetriou theory of cognitive development: Digital Media, Youth, and Credibility Miriam J. Metzger, Andrew J. Flanagin, 2008 The difficulties in determining the quality of information on the Internet--in particular, the implications of wide access and questionable credibility for youth and learning. Today we have access to an almost inconceivably vast amount of information, from sources that are increasingly portable, accessible, and interactive. The Internet and the explosion of digital media content have made more information available from more sources to more people than at any other time in human history. This brings an infinite number of opportunities for learning, social connection, and entertainment. But at the same time, the origin of information, its quality, and its veracity are often difficult to assess. This volume addresses the issue of credibility--the objective and subjective components that make information believable--in the contemporary media environment. The contributors look particularly at youth audiences and experiences, considering the implications of wide access and the questionable credibility of information for youth and learning. They discuss such topics as the credibility of health information online, how to teach credibility assessment, and public policy solutions. Much research has been done on credibility and new media, but little of it focuses on users younger than college students. Digital Media, Youth, and Credibility fills this gap in the literature. Contributors Matthew S. Eastin, Gunther Eysenbach, Brian Hilligoss, Frances Jacobson Harris, R. David Lankes, Soo Young Rieh, S. Shyam Sundar, Fred W. Weingarten |
| andreas demetriou theory of cognitive development: Cognitive Development and Working Memory Pierre Barrouillet, Vinciane Gaillard, 2010-12-21 This book presents a unique attempt to address issues of working memory by establishing a dialogue between neo-Piagetian theorists and researchers specialized in typical and atypical working memory development. |
| andreas demetriou theory of cognitive development: Development of Adult Thinking Eeva K. Kallio, 2020-03-11 Development of Adult Thinking is a timely synthesis and evaluation of the current knowledge and emerging issues relating to adult cognitive development and learning. Focusing on psychological and educational cutting-edge research as well as giving an overview of the key theorists such as Piaget and Kohlberg, Kallio and the team of expert contributors offer a holistic view on the development of adult thinking, representing perspectives from developmental, moral, and social psychology, as well as education and philosophy. These topics are divided into three sections: Adult cognitive and moral development, Perspectives of adult learning, and Open questions and new approaches, offering introduction, analysis, and directions for future research. This text is essential reading for students and researchers in developmental psychology and related courses as well as adult educators and teachers working in adult education. |
| andreas demetriou theory of cognitive development: Early Development of Body Representations Virginia Slaughter, Celia A. Brownell, 2011-10-20 Because we engage with the world and each other through our bodies and bodily movements, being able to represent one's own and others' bodies is fundamental to human perception, cognition and behaviour. This edited book brings together, for the first time, developmental perspectives on the growth of body knowledge in infancy and early childhood and how it intersects with other aspects of perception and cognition. The book is organised into three sections addressing the bodily self, the bodies of others and integrating self and other. Topics include perception and representation of the human form, infant imitation, understanding biological motion, self-representation, intention understanding, action production and perception and children's human figure drawings. Each section includes chapters from leading international scholars drawn together by an expert commentary that highlights open questions and directions for future research. |
| andreas demetriou theory of cognitive development: The International Journal of Indian Psychology, Volume 3, Issue 4, No. 59 IJIP.In, 2016-08-01 This gives me an immense pleasure to announce that ‘RED’SHINE Publication, Inc’ is coming out with its third volume of peer reviewed, international journal named as ‘The International Journal of Indian Psychology. IJIP Journal of Studies‘is a humble effort to come out with an affordable option of a low cost publication journal and high quality of publication services, at no profit no loss basis, with the objective of helping young, genius, scholars and seasoned academicians to show their psychological research works to the world at large and also to fulfill their academic aspirations. |
| andreas demetriou theory of cognitive development: Stages of Thought Michael Horace Barnes, 2009-07-15 This work approaches the question of the relationship of religious to scientific thought. The author argues that they evolved together and are therefore complementary. |
| andreas demetriou theory of cognitive development: Cognitive and Computational Aspects of Face Recognition Tim Valentine, 1995 |
| andreas demetriou theory of cognitive development: Meta-cognition Michael F. Shaughnessy, Marcel Veenman, Cynthia Kleyn Kennedy, 2008 Over the past two decades, the word 'metacognition' has become a regularly used part of our language and vocabulary in both psychology and education. Many research articles have been written about it, the conceptualisation of this construct has expanded, and conferences abound with investigations and empirical research into various facets of this domain. This book provides some of the most recent research by scholars from various parts of the world. It includes differing perspectives -- some empirical, some theory driven, and some application papers. The book focuses on metacognition and it's relevance to gifted and highly able students. Many of the papers focus directly and specifically on this; others are more tangential in nature. |
| andreas demetriou theory of cognitive development: Adult Development Michael L. Commons, Cheryl Armon, Lawrence Kohlberg, Francis A. Richards, Tina A. Grotzer, Jan D. Sinnott, 1990-05-23 In recent years, researchers have begun to focus attention on postformal thought--the development of thought in late adolescence and adulthood--questioning Piaget's early terminus of structural development in adolescence. This volume brings together the works of distinguished authors in the field of postformal-operational cognitive, social, and perceptual development to examine the models and methodology used to investigate postformal thought. The contributors represent the variety of approaches that characterize this body of research, while, at the same time, seeking to unify this diverse literature with a common language. An ideal text for advanced courses in adult development, this volume is also a primary reference for developmental and educational psychologists and students working in the fields of cognitive development, adolescent and adult development, and lifespan development. Divided into four parts, the volume begins by examining both Piagetian and nonstructural models of adult cognitive development, considering them in light of current research developments. Individual papers address models of equilibrium, knowledge, reflective judgment, ego-development, and consciousness. In Part II, the contributors discuss the measurement and comparison of cognitive development in adults, exploring such topics as construct validity and theories of adult development, the structural and developmental relations between formal and postformal capacities, and the relationship between Piagetian and Kohlbergian stages. The third section assesses the research and theory of adult reasoning in the moral domain, while the concluding chapter investigates critical evaluations of postformal research. Numerous tables and figures enhance the discussions. |
| andreas demetriou theory of cognitive development: The Development of School-based Literacy Anthony D. Pellegrini, Lee Galda, 1998 Based on a longitudinal study in U.S. homes and schools, the authors present the results of how diverse and close social relationships influence children's literacy learning as they progress through the first three years of formal schooling. |
| andreas demetriou theory of cognitive development: Develop School-Based Literacy Anthony Pellegrini, Lee Galda, 2002-09-26 First published in 1998. Routledge is an imprint of Taylor & Francis, an informa company. |
| andreas demetriou theory of cognitive development: Really Raising Standards Philip Adey, Dr Michael Shayer, MICHAEL Shayer, 2006-10-19 Written by experienced teachers and educational researchers Phillip Adey and Michael Shayer, Really Raising Standards analyses attempts to teach children to think more effectively and efficiently. Their practical advice on how to improve children's performance by the application of the findings of the CASE research project will radically alter the approach of many professional teachers and student teachers as to the education of children in schools. An important contribution to the application of psychological theory in education. |
| andreas demetriou theory of cognitive development: Mastery Motivation David Messer, Professor of Developmental Psychology David Messer, 2002-09-26 First published in 1993. Routledge is an imprint of Taylor & Francis, an informa company. |
| andreas demetriou theory of cognitive development: Children's Peer Relations Phillip T. Slee, Ken Rigby, 1998 Children's Peer Relations presents an up-to-date overview of the latest findings in the area of childhood relationships. An international group of researchers and clinicians review current theory, research and intervention strategies across a wide range of topics including: peer status, gender and ethnicity, disability, illness and loneliness. There is also critical examination of methods of intervention to improve children's relations with others in school, family and community. Children's Peer Relations will provide social researchers, school counsellors, psychologists and students of child development with a comprehensive handbook on this crucial topic. |
| andreas demetriou theory of cognitive development: Computers and the Collaborative Experience of Learning Charles Crook, 1996 Exploiting the US hosting of the 1994 World Cup series, the US Soccer Federation cornered a number of the world's authorities on sports medicine and the science of soccer for a June conference in Orlando, Florida, and assembled a reference accessible to volunteer coaches with no scientific or medical training and to physicians who would not know when to cheer at soccer game. The 44 contributions discuss biomechanics, the team physician, injuries, injury prevention and rehabilitation, youth, women, and sociological and psychological aspects. Annotation copyright by Book News, Inc., Portland, OR |
| andreas demetriou theory of cognitive development: Intelligence, Mind, and Reasoning A. Demetriou, A. Efklides, 1994-03-17 This volume aims to contribute to the integration of three traditions that have remained separate in psychology. Specifically, the developmental, the psychometric, and the cognitive tradition. In order to achieve this aim, the text deals with these three aspects of human knowing that have been the focus of one or more of the three traditions for many years. Answers are provided to questions such as the following: What is common to intelligence, mind, and reasoning? What is specific to each of these three aspects of human knowing? How does each of them affect the functioning and development of the other?The chapters are organized into two parts. Part I focuses on intelligence and mind and has reasoning at the background. The papers in this part present new theories and methods that systematically attempt to bridge psychometric theories of intelligence with theories of cognitive development or information processing theories. Part II focuses on mind and reasoning and has intelligence at the background. The papers in this part develop models of reasoning and attempt to show how reasoning interacts with mind and intelligence. Two discussion chapters are also included. These highlight the convergences and the divergences of the various traditions as represented in the book. |
| andreas demetriou theory of cognitive development: Proceedings of the Twentieth Annual Conference of the Cognitive Science Society Morton Ann Gernsbacher, Sharon J. Derry, 2022-05-16 This volume features the complete text of the material presented at the Twentieth Annual Conference of the Cognitive Science Society. As in previous years, the symposium included an interesting mixture of papers on many topics from researchers with diverse backgrounds and different goals, presenting a multifaceted view of cognitive science. This volume contains papers, posters, and summaries of symposia presented at the leading conference that brings cognitive scientists together to discuss issues of theoretical and applied concern. Submitted presentations are represented in these proceedings as long papers (those presented as spoken presentations and full posters at the conference) and short papers (those presented as abstract posters by members of the Cognitive Science Society). |
| andreas demetriou theory of cognitive development: Perception, Realism, and the Problem of Reference Athanassios Raftopoulos, Peter Machamer, 2012-04-12 The chapters in the book address the problem of reference as it relates to perception and to debates about realism. |
| andreas demetriou theory of cognitive development: Life-Span Developmental Psychology Andreas Demetriou, Willem Doise, Cornelis F. M. Van Lieshout, 1998-09-16 This volume offers a broad coverage of all sub-fields of developmental psychology. After an introduction to the history and systems of developmental psychology, it includes chapters on perceptual/motor development and cognitive development. |
| andreas demetriou theory of cognitive development: Educating the Developing Mind Andreas Demetriou, 2024 A must read for anyone working within education or intellectual development, Educating the Developing Mind introduces and integrates classical and modern research with the theory of the developing mind, creating a robust theory of learning and instruction. Drawing on the theories of Piaget, Bruner and Vygotsky, coupled with 40 years of empirical research, this book highlights the importance of individual and social construction in learning and proposes a robust framework and methodology for teaching and strengthening learner cognitive processes. Drawing on subject-specific research, this essential book highlights how cognitive development takes place and advocates a guided constructive approach to teaching. Topics explored span from the individual learner to the wider educational community, including but not limited to: Development of the mind Personality and individuality The brain Predicting school performance Measuring and improving intelligence Problem solving skills Language This is an essential read for anyone working within education who wants to better understand the cognitive processes involved in the developing mind and to improve learning and instruction within their school, college or university-- |
| andreas demetriou theory of cognitive development: Neurodevelopmental Disorders Across the Lifespan Emily K. Farran, Annette Karmiloff-Smith, 2011-12-15 Nowadays, it is widely accepted that there is no single influence (be it nature or nurture) on cognitive development. Cognitive abilities emerge as a result of interactions between gene expression, cortical and subcortical brain networks, and environmental influences. In recent years, our study of neurodevelopmental disorders has provided much valuable information on how genes, brain development, behaviour, and environment interact to influence development from infancy to adulthood. This is the first book to present evidence on development across the lifespan across these multiple levels of description (genetic, brain, cognitive, environmental). In the book, the authors have chosen a well-defined disorder, Williams syndrome (WS), to explore the impact of genes, brain development, behaviour, as well as the individual's environment on development. WS is used as a model disorder to demonstrate the authors approach to understanding development, whilst being presented in comparison to other neurodevelopmental disorders - Autism, Developmental Dyscalculia, Down syndrome, Dyslexia, Fragile X syndrome, Prader-Willi syndrome, Specific Language Impairment, Turner syndrome - to illustrate differences in development across neurodevelopmental disorders. Williams syndrome is particularly informative for exploring development: Firstly, it has been extensively researched at multiple levels: genes, brain, cognition and behaviour, as well as in terms of the difficulties of daily living and social interaction. Secondly, it has been studied across the lifespan, with many studies on infants and toddlers with WS as well as a large number on children, adolescents and adults. The authors also explore a number of domain-general and domain-specific processes in the verbal, non-verbal and social domains, across numerous neurodevelopmental disorders. This illustrates, among other factors, the importance of developmental timing, i.e. that the development of a cognitive skill at a specific timepoint can impact on subsequent development within that domain, but also across domains. In addition, the authors discuss the value of investigating basic-level abilities from as close to the infant start-state as possible, presenting evidence of where cross-syndrome comparisons have shed light on the cascading impacts of subtle similarities and discrepancies in early delay or deviance, on subsequent development. Designed such that readers with an interest in any neurodevelopmental disorder can gain insight into the intricate dynamics of cognitive development, the book covers both theoretical issues and those of clinical relevance. It will be an invaluable reference for any researcher, clinician, student as well as interested parents or teachers wishing to learn about neurodevelopmental disorders from a developmental framework. |
| andreas demetriou theory of cognitive development: Cognitive Abilities and Educational Outcomes Monica Rosén, Kajsa Yang Hansen, Ulrika Wolff, 2016-10-03 This book addresses problems and challenges that face educational measurement at a time when multipurpose usage of observational data from educational assessments, tests and international surveys has become a growing global trend. While the construction of educational measures and use of educational data offer many opportunities, they also require awareness of the numerous threats to validity and methods of reducing such threats. Written by leading international scholars, the book demonstrates the complexity of educational measurement by addressing three broad and interrelated topics. The first part discusses cognitive abilities, including studies on fluid intelligence, its improvement and its links to aptitude tests for admission to higher education. The second part focuses on the effects of school and teacher-related factors on school outcomes at individual and group levels, and uses international studies to analyze causes. The third part presents analytical techniques and measurement methods to improve reliability, for example factor analysis using Bayesian estimators, bi-factor analysis, model misfit and solutions, and discusses balance issues in reporting test results. The book provides examples of state-of-the-art analytical techniques for pursuing fundamental research problems, and the latest advances in measurement methods, with a focus on validity improvement. Eminent researchers discuss and provide insights into questions such as: Is it possible to train individuals to think at a higher level than normal for their age? What determines prospective preschool teachers’ skill to perceive mathematics-related preschool situations? Can international indicator design and instruments be improved to use trends and national context variables more efficiently? Can indicator data at national, school and class levels be compared easier? Are value-added measures of teacher effectiveness valid when it comes to hiring and promoting teachers? Is money better spent on teacher training than on smaller class-size? How do theory and empirical statistical data intertwine in building structures of understanding? This book is inspired by the career and personal influence of the Swedish scholar Professor Jan-Eric Gustafsson, renowned for his research on individual differences, especially the structure of cognitive abilities, and on the effects of education on knowledge and skills. |
| andreas demetriou theory of cognitive development: Neuroscience of Cognitive Development Charles A. Nelson, Kathleen M. Thomas, Michelle D. H. de Haan, 2012-06-26 A new understanding of cognitive development from the perspective of neuroscience This book provides a state-of-the-art understanding of the neural bases of cognitive development. Although the field of developmental cognitive neuroscience is still in its infancy, the authors effectively demonstrate that our understanding of cognitive development is and will be vastly improved as the mechanisms underlying development are elucidated. The authors begin by establishing the value of considering neuroscience in order to understand child development and then provide an overview of brain development. They include a critical discussion of experience-dependent changes in the brain. The authors explore whether the mechanisms underlying developmental plasticity differ from those underlying adult plasticity, and more fundamentally, what distinguishes plasticity from development. Having armed the reader with key neuroscience basics, the book begins its examination of the neural bases of cognitive development by examining the methods employed by professionals in developmental cognitive neuroscience. Following a brief historical overview, the authors discuss behavioral, anatomic, metabolic, and electrophysiological methods. Finally, the book explores specific content areas, focusing on those areas where there is a significant body of knowledge on the neural underpinnings of cognitive development, including: * Declarative and non-declarative memory and learning * Spatial cognition * Object recognition * Social cognition * Speech and language development * Attention development For cognitive and developmental psychologists, as well as students in developmental psychology, neuroscience, and cognitive development, the authors' view of behavioral development from the perspective of neuroscience sheds new light on the mechanisms that underlie how the brain functions and how a child learns and behaves. |
| andreas demetriou theory of cognitive development: Digital Media, Youth, and Credibility Miriam J. Metzger, Andrew J. Flanagin, 2008 The difficulties in determining the quality of information on the Internet--in particular, the implications of wide access and questionable credibility for youth and learning. Today we have access to an almost inconceivably vast amount of information, from sources that are increasingly portable, accessible, and interactive. The Internet and the explosion of digital media content have made more information available from more sources to more people than at any other time in human history. This brings an infinite number of opportunities for learning, social connection, and entertainment. But at the same time, the origin of information, its quality, and its veracity are often difficult to assess. This volume addresses the issue of credibility--the objective and subjective components that make information believable--in the contemporary media environment. The contributors look particularly at youth audiences and experiences, considering the implications of wide access and the questionable credibility of information for youth and learning. They discuss such topics as the credibility of health information online, how to teach credibility assessment, and public policy solutions. Much research has been done on credibility and new media, but little of it focuses on users younger than college students. Digital Media, Youth, and Credibility fills this gap in the literature. Contributors Matthew S. Eastin, Gunther Eysenbach, Brian Hilligoss, Frances Jacobson Harris, R. David Lankes, Soo Young Rieh, S. Shyam Sundar, Fred W. Weingarten |
| andreas demetriou theory of cognitive development: The Cognitive Penetrability of Perception John Zeimbekis, Athanassios Raftopoulos, 2015 According to the cognitive penetrability hypothesis, our beliefs, desires, and possibly our emotions literally affect how we see the world. This book elucidates the nature of the cognitive penetrability and impenetrability hypotheses, assesses their plausibility, and explores their philosophical consequences. It connects the topic's multiple strands (the psychological findings, computationalist background, epistemological consequences of cognitive architecture, and recent philosophical developments) at a time when the outcome of many philosophical debates depends on knowing whether and how cognitive states can influence perception. All sixteen chapters were written especially for the book. The first chapters provide methodological and conceptual clarification of the topic and give an account of the relations between penetrability, encapsulation, modularity, and cross-modal interactions in perception. Assessments of psychological and neuroscientific evidence for cognitive penetration are given by several chapters. Most of the contributions analyse the impact of cognitive penetrability and impenetrability on specific philosophical topics: high-level perceptual contents, the epistemological consequences of penetration, nonconceptual content, the phenomenology of late perception, metacognitive feelings, and action. The book includes a comprehensive introduction which explains the history of the debate, its key technical concepts (informational encapsulation, early and late vision, the perception-cognition distinction, hard-wired perceptual processing, perceptual learning, theory-ladenness), and the debate's relevance to current topics in the philosophy of mind and perception, epistemology, and philosophy of psychology. |
| andreas demetriou theory of cognitive development: The SAGE Encyclopedia of Theory in Psychology Harold L. Miller, Jr., 2016-01-05 Drawing together a team of international scholars, The SAGE Encyclopedia of Theory in Psychology examines the contemporary landscape of all the key theories and theorists, presenting them in the context needed to understand their strengths and weaknesses. Key features include: · Approximately 300 signed entries fill two volumes · Entries are followed by Cross-References and Further Readings · A Reader's Guide in the front matter groups entries thematically · A detailed Index and the Cross-References provide for effective search-and-browse in the electronic version · Back matter includes a Chronology of theory within the field of psychology, a Master Bibliography, and an annotated Resource Guide to classic books in this field, journals, associations, and their websites The SAGE Encyclopedia of Theory in Psychology is an exceptional and scholarly source for researching the theory of psychology, making it a must-have reference for all academic libraries. |
| andreas demetriou theory of cognitive development: Neurotechnology and Direct Brain Communication Michele Farisco, Kathinka Evers, 2016-04-28 Neurotechnology and Direct Brain Communication focuses on recent neuroscientific investigations of infant brains and of patients with disorders of consciousness (DOC), both of which are at the forefront of contemporary neuroscience. The prospective use of neurotechnology to access mental states in these subjects, including neuroimaging, brain simulation, and brain computer interfaces, offers new opportunities for clinicians and researchers, but has also received specific attention from philosophical, scientific, ethical, and legal points of view. This book offers the first systematic assessment of these issues, investigating the tools neurotechnology offers to care for verbally non-communicative subjects and suggesting a multidisciplinary approach to the ethical and legal implications of ordinary and experimental practices. The book is divided into three parts: the first and second focus on the scientific and clinical implications of neurological tools for DOC patient and infant care. With reference to these developments, the third and final part presents the case for re-evaluating classical ethical and legal concepts, such as authority, informed consent, and privacy. Neurotechnology and Direct Brain Communication will appeal to researchers and postgraduate students in the fields of cognitive science, medical ethics, medical technology, and the philosophy of the mind. With implications for patient care, it will also be a useful resource for clinicians, medical centres, and health practitioners. |
| andreas demetriou theory of cognitive development: The General Factor of Intelligence Robert J. Sternberg, Elena L. Grigorenko, 2002-05-01 This edited volume presents a balanced approach to the ongoing debate of just how general the general factor of intelligence is. To accomplish this goal, the editors chose a number of distinct approaches to the study of intelligence--psychometric, genetic-epistemological, cognitive, biological, behavior-genetic, sociocultural, systems--and asked distinguished scholars to write from the standpoint of these approaches. Each approach comprises two chapters, one by a scholar leaning toward a view arguing for the greater generality of g, and the other by a scholar leaning toward a view arguing for the lesser generality of g. The scholars are not simply for or against these outlooks, rather they provide a more textured view of the general factor, attempting to explain it in psychological terms that are easily understandable. Intended for psychologists in all areas, including clinical, consulting, educational, cognitive, school, developmental, and industrial-organizational, this book will also be of interest to educators, sociologists, anthropologists, and those interested in the nature of intelligence. |
| andreas demetriou theory of cognitive development: The First Year at School: An International Perspective Peter Tymms, Tiago Bartholo, Sarah Howie, Elena Kardanova, Mariane Campelo Koslinski, Christine Merrell, Helen Wildy, 2023-06-26 This book explores an under-researched but vital part of education: the first year at primary/elementary school. The work shows that children’s progress varies enormously from school to school, class to class and child to child. This variation is important because the more progress that children make in that first year of school, the higher their academic attainment at the end of compulsory schooling. The iPIPS (international Performance Indicators in Primary Schools) project, upon which this book is based, has been able to provide deeper insights into some of the key issues within and across different contexts whilst highlighting new and some ongoing issues. Despite all the work there remain unanswered or new puzzling issues which are also explored. We need to know how to improve the education at that stage and, more broadly, we need greater clarity about when children should be taught to read and be introduced to formal arithmetic, in other words, when they should start school. We also need to be clearer about whether, when and how young children should be assessed. The book will suggest some answers but it will raise important questions and dilemmas for which we do not, as yet, have answers. |
| andreas demetriou theory of cognitive development: Reasoning, Argumentation, and Deliberative Democracy David Moshman, 2020-10-01 In light of the latest research from cognitive and developmental psychology, this key text explores reasoning, rationality, and democracy, considering the unique nature of each and their relationship to each other. Broadening our understanding from the development of reasoning and rationality in individuals to encompass social considerations of argumentation and democracy, the book connects psychological literature to philosophy, law, political science, and educational policy. Based on psychological research, Moshman sets out a system of deliberative democracy that promotes collaborative reasoning, rational institutions such as science and law, education aimed at the promotion of rationality, and intellectual freedom for all. Also including the biological bases of logic, metacognition, and collaborative reasoning, Moshman argues that, despite systematic flaws in human reasoning, there are reasons for a cautiously optimistic assessment of the potential for human rationality and the prospects for democracy. Reasoning, Argumentation, and Deliberative Democracy will be essential reading for all researchers of thinking and reasoning from psychology, philosophy, and education. |
| andreas demetriou theory of cognitive development: The Dyslexia Debate Julian G. Elliott, Elena L. Grigorenko, 2014-03-24 An examination of how we use the term 'dyslexia' and how this may undermine aid for struggling readers. |
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