Children's Logical and Mathematical Cognition: Progress in Cognitive Development Research.

Sonst. Personen	Brainerd, Charles J. (Hrsg.)
Titel	Children's Logical and Mathematical Cognition: Progress in Cognitive Development Research.
Quelle	(1982), (232 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	0-387-90635-5
Schlagwörter	Cognitive Development; Cognitive Processes; Conservation (Concept); Educational Research; Learning Theories; Mathematical Linguistics; Mathematics Instruction; Number Concepts; Probability; Psychological Studies + Suchen Sie Ihr Suchwort? Kognitive Entwicklung; Cognitive process; Kognitiver Prozess; Konservierung; Bildungsforschung; Pädagogische Forschung; Learning theory; Lerntheorie; Mathematische Linguistik; Mathematische Sprache; Mathematics lessons; Mathematikunterricht; Number concept; Zahlbegriff; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie
Abstract	The goal of books in this series is to present work that is on the growing tip of research in cognitive development. The theme of this volume is children's logical and mathematical cognition, a field in which Piaget's influence has been extensive. In the first of the six chapters, Acredolo presents a new theory of the cognitive bases for conservation and summarizes results of some experiments from which this theory evolved. Fuson, Richards, and Briars review the state of knowledge of children's counting systems. In the chapter by Hoemann and Ross, the literature on children's probability concepts is reviewed. Siegel considers how children's linguistic competence interacts with the assessment of logical-mathematical competence. Recent findings from his ongoing studies of mathematical cognition among the Oksapmin tribes in Papua New Guinea are reported by Saxe. Finally, Brainerd outlines a general learning system for certain concepts that is based on a rule-sampling interpretation of a family of Markovian processes. (MNS)
Anmerkungen	Springer-Verlag New York Inc., 44 Hartz Way, Secaucus, NJ 07094 ($24.00).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC