000			03687nam a22004935i 4500
001			978-1-4614-2248-8
003			DE-He213
005			20140220083245.0
007			cr nn 008mamaa
008			111121s2012 xxu| s |||| 0|eng d
020			_a9781461422488 _9978-1-4614-2248-8
024	7		_a10.1007/978-1-4614-2248-8 _2doi
050		4	_aBF712-724.92
072		7	_aJMC _2bicssc
072		7	_aPSY039000 _2bisacsh
082	0	4	_a155 _223
100	1		_aPillow, Bradford H. _eauthor.
245	1	0	_aChildren’s Discovery of the Active Mind _h[electronic resource] : _bPhenomenological Awareness, Social Experience, and Knowledge About Cognition / _cby Bradford H. Pillow.
264		1	_aNew York, NY : _bSpringer New York, _c2012.
300			_aXI, 99p. 1 illus. _bonline resource.
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
347			_atext file _bPDF _2rda
490	1		_aSpringerBriefs in Psychology, _x2192-8363
505	0		_aChapter 1. Learning About Cognitive Activities -- Chapter 2. Conceptual Knowledge About Cognitive Activities -- Chapter 3. Phenomenological Awareness: Consciousness and the Development of Cognitive Monitoring -- Chapter 4. Social Experience as a Source of Information about Mental Events -- Chapter 5. Patterns of Influence Among Phenomenological Awareness, Social Experience, and Conceptual Knowledge -- Chapter 6. Conclusion.
520			_aDuring the past 25 years, a great deal of research and theory has addressed the development of young children’s understanding of mental states such as knowledge, beliefs, desires, intentions, and emotions.  Although developments in children’s understanding of the mind subsequent to early childhood has received less attention, in recent years a growing body of research has emerged examining understanding of psychological functioning during middle and late childhood. Combined with the literature on adolescent epistemological development, this research provides a broader picture of age-related changes in children’s understanding of the mind. Guided by the goals of describing developmental changes in children’s concepts of cognitive functioning and identifying sources of information that contribute to learning about cognition, Children’s Discovery of the Active Mind organizes empirical literature concerning the development of children’s knowledge of cognitive activities from early childhood to adolescence and presents a conceptual framework that integrates children’s introspective activities with social influences on development.  Bringing together theoretical and empirical work from developmental, cognitive, and social psychology, the author argues that rather than depending upon a single source of information, developmental progress is driven by combinations of children’s conceptual knowledge of mental functioning, children’s phenomenological awareness of their own cognitive activities, and children’s social experience.
650		0	_aPhilosophy (General).
650		0	_aEducational psychology.
650		0	_aDevelopmental psychology.
650		0	_aConsciousness.
650	1	4	_aPsychology.
650	2	4	_aDevelopmental Psychology.
650	2	4	_aEducational Psychology.
650	2	4	_aCognitive Psychology.
650	2	4	_aPersonality and Social Psychology.
710	2		_aSpringerLink (Online service)
773	0		_tSpringer eBooks
776	0	8	_iPrinted edition: _z9781461422471
830		0	_aSpringerBriefs in Psychology, _x2192-8363
856	4	0	_uhttp://dx.doi.org/10.1007/978-1-4614-2248-8
912			_aZDB-2-BHS
999			_c101242 _d101242