Isbn: 9780195301151 - learning and the infant mind (21 Ergebnisse)

Hardcover. Zustand: Good. Zustand des Schutzumschlags: Very Good. text has neat underlining, margin marks and writing in introduction, after which text is clean and unmarked. name written on inside of front paste down page. boards have very light wear. edges of pages have light wear. dust jacket has light wear.…

Hardcover. Zustand: Very Good. No Jacket. May have limited writing in cover pages. Pages are unmarked. ~ ThriftBooks: Read More, Spend Less.

Zustand: Very Good. .listing { font-size: 16px; } .description { margin-left: 20px; } .listing .images { max-width: 90%; border-top-left-radius: 16px !important; border-top-right-radius: 16px !important; border-bottom-left-radius: 16px !important; border-bottom-right-radius: 16px !important; padding: 10px 10px !important; } .listing .images img { max-height: 520px; max-width: 100%; text-align: center; margin: 0 auto; display: block; } .listing .row { margin-top: 20px; } .panel-container { margin-top: 30px; } .listing li { margin-bottom: 5px; } .listing .panel-default { border-color: #000; } .listing .panel-default .panel-heading { color: #fff; background-color: #444; border-color: #444; } .listing .panel { margin-left: 30px; } .listing .panel-body { min-height: 140px; } .listing .section { width: 48.6666%; } .listing .created-via { font-style: italic; } @media screen and (max-width: 1023px) { .row { margin: 0px; } .col, .listing .section { margin-left: 10px; padding-left: 5px; padding-right: 5px; width: 90%; } } Learning and the Infant Mind [Hardcover] Woodward, Amanda and Needham, Amy Fast and Free Shipping You're already purchasing the item. Why pay additional for shipping, especially slow shipping? We get your order shipped out within 1-business day and delivered to your doorstep as quickly as possible. Competitive Pricing With our dynamic pricing model, our prices are always competitive. Our prices are some of the lowest that you will find on the internet. Rest assured that you're getting a good deal when purchasing with us. 30-day Money Back Guarantee We are committed to making sure that you leave this transaction satisfied. If you're unhappy with the product for any reason, you may return it back for your money-back or a replacement within 30 days. No questions asked. …

hardcover. Zustand: Good. Very Good hardcover. No dust jacket. Cover has shelf-wear. Gently used with no markings in text.

Zustand: New.

Zustand: As New. Unread book in perfect condition.

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Zustand: New. Editor(s): Woodward, Amanda; Needham, Amy. Num Pages: 352 pages, 50 halftones, 100 line illus. BIC Classification: JMC. Category: (P) Professional & Vocational. Dimension: 243 x 165 x 27. Weight in Grams: 654. . 2008. Hardback. . . . .

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Hardback. Zustand: New. When asking how cognition comes to take its mature form, learning seems to be an obvious factor to consider. However, until quite recently, there has been very little contact between investigations of how infants learn and what infants know. For example, on the one hand, research efforts focused on infants' foundational conceptual knowledge-what they know about the physical permanence of objects, causal relations, and human intentions-often do not consider how learning may contribute to the structure of this knowledge. On the other hand, research efforts focused on infants' perceptual and motor learning-how they extract information from the environment, tune their behavior patterns according to this information, and generalize learning to new situations-often do not consider the potential impacts of these perceptual and learning mechanisms the structure of conceptual knowledge. Although each of these research efforts has made significant progress, this research has done little to narrow the divide between the disparate traditions of learning and knowledge. The chapters in this book document, for the first time, the insights that emerge when researchers who come from diverse domains and use different approaches make a genuine attempt to bridge this divide. The authors consider both infants' knowledge across domains, including knowledge of objects, physical relations between objects, categories, people, and language, and learning broadly construed, bringing to bear direct laboratory manipulations of learning and more general considerations of the relations between experience and knowledge. These authors have begun to consider whether and how the products of learning "go beyond" the input in several senses. As a result, several converging trends emerge across Whese diverse points of view. These authors have begun to investigate whether infants derive relatively abstract representations from experience, as well as the extent to which infants generalize information learned in one context to a new context. They have also begun to investigate the extent to which learning is generative, constraining and informing subsequent learning. …

Zustand: New. Editor(s): Woodward, Amanda; Needham, Amy. Num Pages: 352 pages, 50 halftones, 100 line illus. BIC Classification: JMC. Category: (P) Professional & Vocational. Dimension: 243 x 165 x 27. Weight in Grams: 654. . 2008. Hardback. . . . . Books ship from the US and Ireland.

Hardcover. Zustand: new. Hardcover. When asking how cognition comes to take its mature form, learning seems to be an obvious factor to consider. However, until quite recently, there has been very little contact between investigations of how infants learn and what infants know. For example, on the one hand, research efforts focused on infants' foundational conceptual knowledge-what they know about the physical permanence of objects, causal relations, and human intentions-often do not consider howlearning may contribute to the structure of this knowledge. On the other hand, research efforts focused on infants' perceptual and motor learning-how they extract information from the environment, tunetheir behavior patterns according to this information, and generalize learning to new situations-often do not consider the potential impacts of these perceptual and learning mechanisms the structure of conceptual knowledge.Although each of these research efforts has made significant progress, this research has done little to narrow the divide between the disparate traditions of learning and knowledge. The chapters in this book document, for the first time, the insightsthat emerge when researchers who come from diverse domains and use different approaches make a genuine attempt to bridge this divide. The authors consider both infants' knowledge across domains,including knowledge of objects, physical relations between objects, categories, people, and language, and learning broadly construed, bringing to bear direct laboratory manipulations of learning and more general considerations of the relations between experience and knowledge.These authors have begun to consider whether and how the products of learning "go beyond" the input in several senses. As a result, several converging trends emerge across Whese diverse points ofview. These authors have begun to investigate whether infants derive relatively abstract representations from experience, as well as the extent to which infants generalize information learned in onecontext to a new context. They have also begun to investigate the extent to which learning is generative, constraining and informing subsequent learning. When asking how cognition comes to take its mature form, learning seems to be an obvious factor to consider. However, until quite recently, there has been very little contact between investigations of how infants learn and what infants know. For example, on the one hand, research efforts focused on infants' foundational conceptual knowledge-what they know about the physical permanence of objects, causal relations, and human intentions-often do not consider how learning may contribute to the structure of this knowledge. On the other hand, research efforts focused on infants' perceptual and motor learning-how they extract information from the environment, tune their behavior patterns according to this information, and generalize learning to new situations-often do not consider the potential impacts of these perceptual and learning mechanisms the structure of conceptual knowledge. Although each of these research efforts has made significant progress, this research has done little to narrow the divide between the disparate traditions of learning and knowledge. The chapters in this book document, for the first time, the insights that emerge when researchers who come from diverse domains and use different approaches make a genuine attempt to bridge this divide. The authors consider both infants' knowledge across domains, including knowledge of objects, physical relations between objects, categories, people, and language, and learning broadly construed, bringing to bear direct laboratory manipulations of learning and more general considerations of the relations between experience and knowledge. These authors have begun to consider whether and how the products of learning "go beyond" the input in seve Shipping may be from our UK warehouse or from our Australian or US warehouses, depending on stock availability.…

Zustand: Good.

Hardback. Zustand: New. When asking how cognition comes to take its mature form, learning seems to be an obvious factor to consider. However, until quite recently, there has been very little contact between investigations of how infants learn and what infants know. For example, on the one hand, research efforts focused on infants' foundational conceptual knowledge-what they know about the physical permanence of objects, causal relations, and human intentions-often do not consider how learning may contribute to the structure of this knowledge. On the other hand, research efforts focused on infants' perceptual and motor learning-how they extract information from the environment, tune their behavior patterns according to this information, and generalize learning to new situations-often do not consider the potential impacts of these perceptual and learning mechanisms the structure of conceptual knowledge. Although each of these research efforts has made significant progress, this research has done little to narrow the divide between the disparate traditions of learning and knowledge. The chapters in this book document, for the first time, the insights that emerge when researchers who come from diverse domains and use different approaches make a genuine attempt to bridge this divide. The authors consider both infants' knowledge across domains, including knowledge of objects, physical relations between objects, categories, people, and language, and learning broadly construed, bringing to bear direct laboratory manipulations of learning and more general considerations of the relations between experience and knowledge. These authors have begun to consider whether and how the products of learning "go beyond" the input in several senses. As a result, several converging trends emerge across Whese diverse points of view. These authors have begun to investigate whether infants derive relatively abstract representations from experience, as well as the extent to which infants generalize information learned in one context to a new context. They have also begun to investigate the extent to which learning is generative, constraining and informing subsequent learning. …

Zustand: gut. Learning and the Infant Mind In englischer Sprache. pages.

Zustand: new. Questo è un articolo print on demand.

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Buch. Zustand: Neu. Learning and the Infant Mind | Amanda Woodward (u. a.) | Buch | Gebunden | Englisch | 2008 | Oxford University Press | EAN 9780195301151 | Verantwortliche Person für die EU: Libri GmbH, Europaallee 1, 36244 Bad Hersfeld, gpsr[at]libri[dot]de | Anbieter: preigu Print on Demand.