By Robert V. Kail, Hayne W. Reese
Quantity 36 of the Advances in baby improvement and behaviour sequence comprises ten chapters that spotlight essentially the most contemporary examine in developmental and academic psychology. a wide range of issues are mentioned intimately, together with King Solomon's tackle observe studying, Orthographic studying, Attachment and have an effect on legislation, functionality, kin Dynamics, Rational idea, youth Aggression, Social Cognitive Neuroscience of Infancy, kid's pondering, and distant move in kids, and masses extra. every one bankruptcy offers intensive discussions of assorted developmental psychology specializations. This quantity serves as a useful source for psychology researchers and complex psychology scholars. *Goes extensive to handle 8 diverse developmental and academic psychology topics*A helpful source for either psychology researchers and scholars
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Extra resources for Advances in Child Development and Behavior
For the AD group, performance on these social intentional tasks was the most powerful predictor of vocabulary, accounting for a very large percentage of the variance (68%). Taken together, these ﬁndings suggest that children can learn words relying on perception cues alone, and that children with autism can learn new words when a referent is highly salient. Social cues are not necessary for word learning—although using them to infer a speaker’s intent clearly King Solomon’s Take on Word Learning 23 facilitates word learning.
Young children prefer to attach labels to whole objects over their parts. Unpublished manuscript. , Golinkoff, R. , & Shigematsu, J. (2006). Novel noun and verb learning in Chinese, English, and Japanese children: Universality and languagespecificity in novel noun and verb learning. Unpublished manuscript. , Golinkoff, R. , & Hirsh-Pasek, K. (2007). Why do Chinese children learn more verbs? Presented at the biennial meeting of the Society for Research in Child Development, March. Boston, MA. , & Tardif, T.
Hirsh-Pasek & R. M. ), Action meets words: How children learn verbs (pp. 160–191). New York: Oxford University Press. Choi, S. (2006). Preverbal spatial cognition and language-speciﬁc input: Categories of containment and support. In K. Hirsh-Pasek & R. M. ), Action meets words: How children learn verbs (pp. 544–565). New York: Oxford University Press. Clark, E. V. (1983). Meanings and concepts. In J. H. Flavell & E. M. ), Handbook of child psychology, Vol. III: Cognitive development (pp. 787–840).