Bücher der Reihe Minnesota Symposia on Child Psychology Series

First Published in 1989. Routledge is an imprint of Taylor & Francis, an informa company.

First Published in 1984. Routledge is an imprint of Taylor & Francis, an informa company.

This volume is at once a tightly focussed exploration of one of the hottest areas in social and developmental psychology, and also a tribute to one of the field's leaders. For social & dev psychologists, educators, & family studies specialists.

This is the 33rd volume in the Minnesota Symposium on Child Psychology held in October 2002. The symposium was held to honor the scientific and mentoring contributions of Anne Danielson Pick and Herbert L. Pick, Jr.--two longtime and beloved professors o

This book brings together experts in developmental and clinical psychology and behavorial neuroscientists concerned with the course of developmental in the face of pre and perinatal adversity. For graduate-level researchers and academics

This volume explores cultural issues in child development, which have come to be considered primary cross-cutting factors in every aspect of development. For cross-cultural, social, and developmental psychologists, anthropologists, and sociologists.

First Published in 1988. Routledge is an imprint of Taylor & Francis, an informa company.

Although current views of cognitive development owe a great deal to Jean Piaget, this field has undergone profound change in the years since Piaget''s death. This can be witnessed both in the influence connectionist and dynamical system models have exerted on theories of cognition and language, and in how basic work in cognitive development has begun to influence those who work in applied (e.g., educational) settings. This volume brings together an eclectic group of distinguished experts who collectively represent the full spectrum of basic to applied aspects of cognitive development. This book begins with chapters on cognition and language that represent the current Zeitgeist in cognitive science approaches to cognitive development broadly defined. Following a brief commentary on this work, the next section turns to more applied issues. Although the focus here is on arithmetic learning, the research programs described have profound implications for virtually all aspects of education and learning. The last chapter views cognitive development from the perspective of ethology and evolutionary biology, and in so doing provides a theoretical perspective that is novel and in some ways, prescient: specifically, how can our views of cognition incorporate recent work in biology?

First Published in 1991. Routledge is an imprint of Taylor & Francis, an informa company.