Concept Development and the Development of Word Meaning

Concept Development and the Development of Word Meaning

Author: T. B. Seiler

Publisher: Springer Science & Business Media

Published: 2012-12-06

Total Pages: 448

ISBN-13: 3642690009

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This volume owes its existance to many different sources and influ ences. It is based on a meeting that took place from April 30 to May 2, 1982 at the University of Technology in Darmstadt. The idea for that meeting came while we were elaborating a research program on concept development and the development of word meaning; we were inspired by Werner Deutsch of the Max Planck Institute for Psycholinguistics in Nijmegen (The Netherlands) and by the Volkswagen Foundation in Hannover (Federal Republic of Germany) to organize an international conference on the same topic. We set out to invite a long list of colleagues, and we only regret that not all of them were able to attend. This volume should not be viewed as the proceedings of that conference. On the one hand, it does not include all of the papers presented there, and on the other hand, some of our colleagues who were unable to attend were nevertheless willing to write contributions. Furthermore, some who did pre sent papers at the conference revised and reformulated them or even submitted completely new ones for this book. We feel, however, that in the end we have arranged a valuable collection of work in the theory and research of a field that has occupied not only psychologists and linguists, but also philosophers, anthropologists, and many others for a long time.


Vygotsky in Perspective

Vygotsky in Perspective

Author: Ronald Miller

Publisher: Cambridge University Press

Published: 2011-04-14

Total Pages: 467

ISBN-13: 1139501062

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Lev Vygotsky has acquired the status of one of the grand masters in psychology. Following the English translation and publication of his Collected Works there has been a new wave of interest in Vygotsky, accompanied by a burgeoning of secondary literature. Ronald Miller argues that Vygotsky is increasingly being 'read' and understood through secondary sources and that scholars have claimed Vygotsky as the foundational figure for their own theories, eliminating his most distinctive contributions and distorting his theories. Miller peels away the accumulated layers of commentary to provide a clearer understanding of how Vygotsky built and developed his arguments. In an in-depth analysis of the last three chapters of Vygotsky's book Thinking and Speech, Miller provides a critical interpretation of the core theoretical concepts that constitute Vygotsky's cultural-historical theory, including the development of concepts, mediation, the zone of proximal development, conscious awareness, inner speech, word meaning and consciousness.


The Development of Word Meaning

The Development of Word Meaning

Author: Stan Kuczaj

Publisher: Springer Science & Business Media

Published: 2012-12-06

Total Pages: 333

ISBN-13: 1461248442

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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 conserva tive estimate. Hence, a series of scholarly books devoted to work in cognitive development 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 autbors, 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" types, carrying the sub title Progress in Cognitive Development Research. Each volume in the Progress sequence is strongly thematic, in that it is limited to some well-defmed 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 sepa rate volumes. All books written by one author or a small group of authors are being published as separate volumes within the series. A fairly broad defmition of cognitive development is being used in the selec tion of books for this series.


The Big Book of Concepts

The Big Book of Concepts

Author: Gregory Murphy

Publisher: MIT Press

Published: 2004-01-30

Total Pages: 564

ISBN-13: 0262632993

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Concepts embody our knowledge of the kinds of things there are in the world. Tying our past experiences to our present interactions with the environment, they enable us to recognize and understand new objects and events. Concepts are also relevant to understanding domains such as social situations, personality types, and even artistic styles. Yet like other phenomenologically simple cognitive processes such as walking or understanding speech, concept formation and use are maddeningly complex. Research since the 1970s and the decline of the "classical view" of concepts have greatly illuminated the psychology of concepts. But persistent theoretical disputes have sometimes obscured this progress. The Big Book of Concepts goes beyond those disputes to reveal the advances that have been made, focusing on the major empirical discoveries. By reviewing and evaluating research on diverse topics such as category learning, word meaning, conceptual development in infants and children, and the basic level of categorization, the book develops a much broader range of criteria than is usual for evaluating theories of concepts.


The Origin of Concepts

The Origin of Concepts

Author: Susan Carey

Publisher:

Published: 2011

Total Pages: 609

ISBN-13: 0199838801

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New in paperback-- A transformative book on the way we think about the nature of concepts and the relations between language and thought.


An Introduction to Vygotsky

An Introduction to Vygotsky

Author: Harry Daniels

Publisher: Routledge

Published: 2002-09-11

Total Pages: 390

ISBN-13: 1134795513

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First published in 2002. Routledge is an imprint of Taylor & Francis, an informa company.


Maps of Narrative Practice

Maps of Narrative Practice

Author: Michael White

Publisher: W. W. Norton & Company

Published: 2007-04-10

Total Pages: 324

ISBN-13: 9780393705164

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Narrative therapy is one of the most commonly practised forms of therapy. Each chapter in this book provides an overview of a main area of narrative therapy by explaining how it works and detailing the psychotherapeutic implications of these conversations.


Vygotsky

Vygotsky

Author: Jan Derry

Publisher: John Wiley & Sons

Published: 2013-09-30

Total Pages: 226

ISBN-13: 1118368754

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Vygotsky Philosophy and Education reassesses the works of Russian psychologist Lev Vygotsky work by arguing that his central ideas about the nature of rationality and knowledge were informed by the philosophic tradition of Spinoza and Hegel. Presents a reassessment of the works of Lev Vygotsky in light of the tradition of Spinoza and Hegel informing his work Reveals Vygotsky’s connection with the work of contemporary philosophers such as Brandom and McDowell Draws on discussions in contemporary philosophy to revise prominent readings of Vygotskian psychology and revisits educational debates where Vygotsky’s ideas were central Reveals the limitations of appropriations of Vygotsky which fail to recognize the Hegelian provenance of his work Shows the relevance of Brandom’s inferentialism for contemporary educational theory and practice


Constructing Educational Achievement

Constructing Educational Achievement

Author: Sivanes Phillipson

Publisher: Routledge

Published: 2014-06-03

Total Pages: 326

ISBN-13: 1136764232

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International interest focuses on why pupils from East-Asia tend to outperform pupils from the West and scholars have proposed a number of possible explanations to account for these international trends. Using Vygotsky's theory (1978) as a conceptual framework to "construct" school achievement, this book puts forward culturally relevant context for understanding developmental aspects of children’s school achievement and their implication to classroom practice and education progress. Converging the two important lines of inquiry – the child factor and the sociocultural factor – this book showcases evidence-based scholarly works from across the globe that shed light on causes of academic achievement in different contexts. The book brings together eminent scholars from early childhood, primary education, secondary and vocational education who expertly capture the vitality of development and processes of specific child factors and their interaction with their environment that explain their school achievement. Foregrounded in the five planes of cultural historical, institutional, social, personal and mental, the research explain how children think, learn and form the will to perform amidst the changing social and family environment, and challenging school and educational environment.


CliffsNotes RICA 2nd Edition

CliffsNotes RICA 2nd Edition

Author: Beth Andersen-Perak

Publisher: Houghton Mifflin Harcourt

Published: 2010-08-26

Total Pages: 315

ISBN-13: 0544183665

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Get subject reviews by domain, analyses of question types, a vocabulary list, and two full-length practice tests