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The Resource Cognitive Styles in Infancy and Early Childhood (Psychology Revivals)

Cognitive Styles in Infancy and Early Childhood (Psychology Revivals)

Label
Cognitive Styles in Infancy and Early Childhood (Psychology Revivals)
Title
Cognitive Styles in Infancy and Early Childhood (Psychology Revivals)
Creator
Subject
Language
eng
Summary
Originally published in 1976, here is a comprehensive account of the role of cognitive styles in early childhood. The author considers the possible precursors of these styles in infancy, and offers a new classification scheme that helps to clarify the relation of cognitive styles to ability and intelligence. In separate chapters, field independence-dependence, reflection-impulsivity, breadth of categorization, and styles of conceptualization are examined, along with a chapter on the interrelationships between these styles. The final chapter integrates and critically summarizes the significance of cognitive styles during the early years of life. Throughout the volume the author attempts to link cognitive styles with other theoretical constructs (for example, unilinear versus multilinear models of development, Inhelder and Piaget's studies of classification stages), and finally, the author advances a set of seven conclusions to reflect the contemporary state of knowledge in regard to the character and function of cognitive styles during the early years of life. This volume provides information about the beginnings of cognitive styles in infancy and the course of their development in preschool years. Research is examined both from the viewpoint of developmental change and individual differences among children. The role of sex differences in cognitive styles is thoroughly examined, and, contrary to earlier claims of 'no difference', the author convincingly demonstrates that females manifest clear-cut superiority across a wide band of cognitive functions during the pre-school years
Member of
Cataloging source
MiAaPQ
Literary form
non fiction
Nature of contents
dictionaries
Series statement
Psychology Revivals
Cognitive Styles in Infancy and Early Childhood (Psychology Revivals)
Label
Cognitive Styles in Infancy and Early Childhood (Psychology Revivals)
Link
http://libproxy.rpi.edu/login?url=https://ebookcentral.proquest.com/lib/rpi/detail.action?docID=1395478
Publication
Copyright
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Carrier category
online resource
Carrier category code
cr
Carrier MARC source
rdacarrier
Color
multicolored
Content category
text
Content type code
txt
Content type MARC source
rdacontent
Contents
  • Cover -- Cognitive Styles in Infancy and Early Childhood -- Title page -- Copyright Page -- Original Title Page -- Original Copyright Page -- Table of Contents -- Preface -- I. Introduction -- A. General Background -- B. Cognitive Styles and Infancy -- C. Cognitive Styles in Preschool Children -- D. Types of Cognitive Styles -- E. Criteria for Selection of Particular Cognitive Styles -- II. Field Independence-Dependence -- A. General Background -- B. Assessment in Preschool Children -- 1. Measures of Field Independence-Dependence -- 2. Developmental Mean Differences -- 3. Stability of Assessments -- C. Validation at the Preschool Level -- 1. Relation to Intelligence Assessments -- 2. Relation to Socioemotional and Task-Oriented Behavior -- D. Sex Differences -- E. Infant Precursors -- F. Conclusions and Implications -- III. Reflection-Impulsivity -- A. General Background -- B. Assessment in Preschool Children -- 1. Match-to-Sample Tasks for Preschoolers -- 2. The Combined Error-Latency Index: Critique and Defense -- 3. Changes in Construct Meaning during the Preschool Period -- 4. Stability of Assessments -- 5. Developmental Mean Differences -- C. Validation at the Preschool Level -- 1. Visual Scanning Patterns -- 2. Relation to Other Self-Regulatory Behaviors -- 3. Relation to Intelligence Assessments -- 4. Relation to Cognitive Developmental Level -- D. Sex Differences -- E. Infant Precursors -- F. Dynamics -- G. Methodological Alternatives -- H. Conclusions and Implications -- IV. Breadth of Categorization -- A. General Background -- B. Assessment in Preschool Children -- 1. Developmental Mean Differences Spanning Preschool and Later Age Periods -- 2. Developmental Mean Differences in the Early Preschool Years -- 3. Individual Differences -- C. Validation at the Preschool Level
  • 1. Relation of Breadth to Socioemotional and Task-Oriented Behaviors -- 2. Relation of Accuracy to Socioemotional and Task-Oriented Behaviors -- D. Sex Differences -- E. Conclusions and Implications -- V. Styles of Conceptualization -- A. General Background -- B. Assessment at the Preschool Level -- 1. Modifications of the Conceptual Styles Test for Preschoolers -- 2. Developmental Mean Differences -- 3. Stability of Assessments -- 4. Stages of Classification -- 5. Critical Tests of Stage Theories -- 6. Classification in Infants One to Two Years of Age -- C. Validation at the Preschool Level -- 1. Relation to Socioemotional and Task-Oriented Behaviors in Five-Year-Olds -- 2. Relation to Socioemotional and Task-Oriented Behaviors in Three- and Four-Year Olds -- D. Parental Influences -- E. Conclusions and Implications -- VI. Interrelationships between Styles -- A. Type I Cognitive Styles -- B. Type II and III Cognitive Styles -- VII. Epilogue -- Reference -- Author Index -- Subject Index
http://library.link/vocab/cover_art
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Dimensions
unknown
http://library.link/vocab/discovery_link
{'f': 'http://opac.lib.rpi.edu/record=b4176114'}
Extent
1 online resource (163 pages)
Form of item
online
Isbn
9781134455652
Media category
computer
Media MARC source
rdamedia
Media type code
c
Sound
unknown sound
Specific material designation
remote

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