Understanding cognitive development / (Record no. 25135)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 03659cam a2200277 i 4500 |
| 003 - CONTROL NUMBER IDENTIFIER | |
| control field | CUTN |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20180618121329.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 140718s2015 caua b 001 0 eng |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| International Standard Book Number | 9781412928809 |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| International Standard Book Number | 9781412928816 (pbk) |
| 041 ## - LANGUAGE CODE | |
| Language | English |
| 042 ## - AUTHENTICATION CODE | |
| Authentication code | pcc |
| 082 00 - DEWEY DECIMAL CLASSIFICATION NUMBER | |
| Classification number | 155.413 |
| Edition number | 23 |
| Item number | MCG |
| 100 1# - MAIN ENTRY--PERSONAL NAME | |
| Personal name | McGonigle, Maggie, |
| 245 10 - TITLE STATEMENT | |
| Title | Understanding cognitive development / |
| Statement of responsibility, etc | Maggie McGonigle-Chalmers. |
| 300 ## - PHYSICAL DESCRIPTION | |
| Extent | xiii, 402 pages : |
| Other physical details | illustrations ; |
| Dimensions | 24 cm |
| 500 ## - GENERAL NOTE | |
| General note | Understanding Cognitive Development provides a fresh, evidence-based research perspective on the story of children's cognitive development in the first ten years of human life. <br/><br/><br/><br/>Starting with a brief survey of the key theoretical positions that have come to define developmental psychology, the textbook then focuses on the different cognitive abilities as they emerge throughout early development. Uniquely, it examines these in terms of their interdependence; that is how skills such as perception, memory, language and reasoning relate to one another. This holistic treatment allows students to see the many important intersections in this critical phase of human life development.<br/><br/><br/>This textbook employs a novel design that will be of immense help to both students and instructors and is intended to be read at two levels: at the first level, it provides a fully referenced explanatory account of experimental research on cognitive development with complete attention to the needs of students who have never been exposed to experimental methodology nor studies in cognitive development before. <br/><br/><br/><br/>At the second level, and mapped directly onto numbered sub-sections within the text, the author uses illustrative panels designed along the lines of PowerPoint presentations to summarise studies and key findings, employing lots of pictorial material together with bullet-points to give vividness and texture to the material covered. These panels are replicated on the accompanying companion website in PowerPoint for lecturers and students to make further use of in teaching and revision. Revision points are provided at the end of every chapter.<br/><br/><br/>Rich in academic coverage, including a widespread database of the most important empirical research in the field, this textbook will be essential reading for students of cognitive development and developmental psychology across psychology and education. |
| 505 ## - FORMATTED CONTENTS NOTE | |
| Contents | Introduction: Studying how the mind grows<br/>Sensory development and visual perception during early infancy<br/>Perceptual development during the first year: the multisensory infant<br/>Sensorimotor development in infancy: gaining control in a physical environment<br/>Sensorimotor development in infancy: the elements of social interaction<br/>The emergence of speech<br/>The acquisition of word meanings and the dawn of phrase speech<br/>The emergence of sentence structure<br/>Learning grammar<br/>Perceptual development after infancy<br/>Perceptual development and recognition memory<br/>Memory for scenes, routes and events<br/>Understanding and reasoning about categories<br/>Understanding and reasoning about time and space<br/>Representing other minds and the development of symbolic thought<br/>Symbolic reasoning and logicomathematical thinking |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Cognition in children. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Developmental psychology. |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Source of classification or shelving scheme | Dewey Decimal Classification |
| Koha item type | General Books |
| 100 1# - MAIN ENTRY--PERSONAL NAME | |
| Dates associated with a name | 1951- |
| Relator term | author. |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE | |
| Bibliography, etc | Includes bibliographical references (pages 364-393) and index. |
| 906 ## - LOCAL DATA ELEMENT F, LDF (RLIN) | |
| a | 7 |
| b | cbc |
| c | orignew |
| d | 2 |
| e | epcn |
| f | 20 |
| g | y-gencatlg |
| Withdrawn status | Lost status | Source of classification or shelving scheme | Damaged status | Not for loan | Collection code | Home library | Location | Shelving location | Date of Cataloging | Total Checkouts | Full call number | Barcode | Date last seen | Price effective from | Koha item type |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Dewey Decimal Classification | Non-fiction | CUTN Central Library | CUTN Central Library | Philosophy & psychology | 18/06/2018 | 155.413 MCG | 32540 | 18/06/2018 | 18/06/2018 | General Books |