This concise guide offers an accessible introduction to cognitive development in childhood and adolescence. It integrates insights from typical and atypical development to reveal fundamental aspects of human growth and development, and common developmental disorders.
The topic books in this series draw on international research in the field and are informed by biological, social and cultural perspectives, offering explanations of developmental phenomena with a focus on how children and adolescents at different ages actually think, feel and act. In this volume, Stephen von Tetzchner explains key topics including: theories of cognitive development; attention, memory and executive function; conceptual development and reasoning, theory of mind; intelligence; and learning and instruction.
Together with a companion website that offers topic-based quizzes, lecturer PowerPoint slides and sample essay questions, Typical and Atypical Child and Adolescent Development 4: Cognition, Intelligence and Learning is an essential text for all students of developmental psychology, as well as those working in the fields of child development, developmental disabilities and special education.
The content of this topic book is taken from Stephen von Tetzchner’s core textbook Child and Adolescent Psychology: Typical and Atypical Development. The comprehensive volume offers a complete overview of child and adolescent development – for more information visit www.routledge.com/9781138823396
By:
Stephen von Tetzchner
Imprint: Routledge
Country of Publication: United Kingdom
Dimensions:
Height: 216mm,
Width: 138mm,
Weight: 860g
ISBN: 9781032273945
ISBN 10: 1032273941
Series: Topics from Child and Adolescent Psychology
Pages: 346
Publication Date: 12 August 2022
Audience:
College/higher education
,
Professional and scholarly
,
Primary
,
Undergraduate
Format: Hardback
Publisher's Status: Active
Introduction Part I Theories of Cognitive Development Cognition Domains, modules and activities Logical constructivism Information processing Nativism Social constructionism Disparity and integration Summary of Part I Core Issues Suggestions for further reading Part II Attention, Memory and Executive Function Basic Cognitive Functions Attention Memory Executive Functions Summary of Part II Core Issues Suggestions for further reading Part III Conceptual Development and Reasoning Concepts and Reasoning Early conceptions of space, time and causality Object concepts Reasoning Atypical development Summary of Part III Core Issues Suggestions for further reading Part IV Mind Understanding The Human Mind Visual perspective Private speech Early understanding of desires and beliefs Further development of mind understanding Individual and cultural differences Atypical development of mind understanding Summary of Part IIII Core Issues Suggestions for further reading Part V Intelligence The Concept of Intelligence Theories of intelligence Intelligence tests Stability and variation in IQ scores Nature, nurture and intelligence Gender differences Ethnicity and intelligence Changing norms: The Flynn effect School performance and intelligence Atypical development Summary of Part IV Core Issues Suggestions for further reading Part VI Learning and Instruction Learning and Adaptation Types of learning Two developmental perspectives on education Cooperation among children Atypical development: Learning disorders Learning disorders and mental disorders Summary of Part VI Core Issues Suggestions for further reading Glossary Bibliography Index
Stephen von Tetzchner is Professor of Developmental Psychology at the Department of Psychology, University of Oslo, Norway.
Reviews for Typical and Atypical Child Development 4 Cognition, Intelligence and Learning
The individual topic books in the Topics from Child and Adolescent Psychology are drawn from Stephen von Tetzchner’s comprehensive core textbook, Child and Adolescent Psychology. Praise for the core textbook: ‘Extremely useful text for students and practitioners alike.’ Dr. Graham Music, Consultant Psychotherapist, Tavistock Clinic London, UK. ‘Illustrates how knowledge about typical and atypical development can be integrated and used to highlight fundamental processes of human growth and maturation.’ Dr. John Coleman, PhD, OBE, UK.
