1 Structural Invariance in the Developmental Analysis of Learning.- Background.- One-Stage Learning.- Two-Stage Learning.- Theory and Metatheory in the Development of Learning.- Reference Notes.- References.- 2 The Learning Paradigm as a Technique for Investigating Cognitive Development.- Historical Precedents.- Methodological Difficulties with Traditional Assessment.- Training as a Technique to Assess Cognitive Processes.- Factors in Discrimination Learning.- Future Directions for Research.- Summary.- Reference Note.- References.- 3 A Learning Analysis of Spatial Concept Development in Infancy.- The Psychologies of Learning and Development.- A Markovian Analysis of the Development of a Concept.- Concluding Summary.- References.- 4 Research Strategies for a Cognitive Developmental Psychology of Instruction.- Selection of Tasks.- Experimental Designs.- Analysis of Data.- Concluding Remarks.- Reference Notes.- References.- 5 Social Learning, Causal Attribution, and Moral Internalization.- The Attributional and Social Learning Analyses of Moral Internalization.- Techniques of Socialization: Recent Attribution Research.- Developmental Factors in Attribution.- A Paradox: Conflicting Laboratory and Field Evidence on the Effects of Firm Control.- The Development of Moral Internalization: An Integration of Social Learning and Attribution Principles.- Reference Notes.- References.- 6 Ordinary Learning: Pragmatic Connections Among Children's Beliefs, Motives, and Actions.- Recursive Motivated Learning.- Antecedents to Task Engagement.- Task Engagement.- Consequent Activities.- Continuing Learning and Development.- Summary.- Reference Notes.- References.- 7 Learning from Children Learning.- Cognitive Advantages of the Child's World.- Motivational Advantages of the Child's World.- Summary and Implications for Research.- Reference Notes.- References.- Author Index.
For some time now, the study of cognitive development has been far and away the most active discipline within developmental psychology. Although there would be much disagreement as to the exact proportion of papers published in develop mental journals that could be considered cognitive, 50% seems like a conservative estimate. Hence, a series of scholarly books devoted to work in cognitive devel opment is especially appropriate at this time. The Springer Series in Cognitive Development contains two basic types of books, namely, edited collections of original chapters by several authors, and original volumes written by one author or a small group of authors. The flagship for the Springer Series is a serial publication of the "advances" type, carrying the subtitle Progress in Cognitive Development Research. Each volume in the Progress sequence is strongly thematic, in that it is limited to some well-defined domain of cognitive developmental research (e.g., logical and mathematical development, development of learning). All Progress volumes will be edited collections. Editors of such collections, upon consultation with the Series Editor, may elect to have their books published either as contributions to the Progress sequence or as separate volumes. All books written by one author or a small group of authors are being published as separate volumes within the series.
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