Early Child Development in the French Tradition: Contributions from Current Research

ISBN-13: 9781138968073 / Angielski / Miękka / 2020 / 384 str.

Andre Vyt; Henriette Bloch; Marc H. Bornstein

Opis

First Published in 1994. Routledge is an imprint of Taylor & Francis, an informa company.

Recenzje

"It presents unique perspectives on perception, cognition, and communication in human development....achieves an overview of research and thinking toward filling a gap in internationalization of developmental research....will be of interest to researchers in early child development....well-organized and readable and represents a unique resource to the English-speaking developmental psychologist."
—Child Development Abstracts & Bibliography

"...as a source of reference as well as a flavour of what is happening in French-speaking developmental psychology, well worth reading."
—British Journal of Developmental Psychology

Spis treści

Contents: Preface. H. Bloch, A. Vyt, M.H. Bornstein, An Introduction to Francophone Research and Thinking in Developmental Psychology. Part I: Sensorimotor Development and Perception. P. Rochat, A. Bullinger, Posture and Functional Action in Infancy. S. de Schonen, C. Deruelle, Pattern and Face Recognition in Infancy: Do Both Hemispheres Perceive Objects in the Same Way? G. Malcuit, A. Pomerleau, A Functional Analysis of Visual Fixation, Habituation, and Attention in Infancy. R. Lecuyer, A. Streri, How Should Intelligence Be Characterized in the Infant? Commentary: G.E. Butterworth, Sensorimotor Development and Perception From Francophone Perspectives: An Appreciation. E.S. Spelke, Developing Knowledge: Diverse Perspectives and Common Themes. Part II: Sociocognitive Development. M. Ricard, T.G. Decarie, S. Desrochers, T. Rome-Flanders, From "Cold-Blooded" Cognition to Social-Cognitive Development. A. Vyt, Self-Recognition in Infants: Some Reflections Beyond the Mirror. J.C. Fraysse, A. Desprels-Fraysse, Inducing Cognitive Strategies. C. Vandenplas-Holper, Action, Interaction, and Cognitive Development: Process-Oriented Research With 5- to 8-Year-Old Children. Commentary: P. Bryant, The Roots of Intellectual Development. M.H. Bornstein, Francophone Perspectives on Cognition and Social Cognition in Preschool-Age Children. Part III: Verbal and Communicative Development. J. Nadel, The Development of Communication: Wallon's Framework and Influence. B. de Boysson-Bardies, P. Halle, Speech Development: Contributions of Cross-Linguistic Studies. D. Poulin-Dubois, S.A. Graham, Infant Categorization and Early Object-Word Meaning. J.E. Gombert, Development of Meta-Abilities and Regulatory Mechanisms in the Use of Linguistic Structures by Children. Commentary: H. Papousek, M. Papousek, Language and Thought in Children: A Look Behind Curtains. P. van Geert, Francophone Views on Verbal and Communicative Development: A Non-Francophone Commentary. Part IV: Interaction and Development. M.G. Pecheux, F. Labrell, Parent-Infant Interactions and Early Cognitive Development. B. Pierrehumbert, E. Fivaz-Depeursinge, From Dyadic To Triadic Relational Prototypes. M. Provost, Day Care and Social Competence in Preschoolers: Continuity and Discontinuity Among Family, Teachers and Peer Contributions. C. Sabatier, Parental Conceptions of Early Development and Developmental Stimulation. T. Blicharski, F. Gravel, M. Trudel, Representational and Communicative Processes in the Social Construction of Early Temperament. Commentary: B. Caldwell, The French Tradition From the American Perspective. H. Rauh, Interaction and Development: Francophone, Anglophone, and Germanophone Perspectives?

O autorze

Marc H. Bornstein, Andre Vyt, Henriette Bloch