MARC

 008140118s2014        xx            o          000  0  eng  d
■001ocn868490785
■003OCoLC
■00520170314061647.3
■006m          o    d                
■007cr  cnu---unuuu
■040    ▼aEBLCP▼beng▼epn▼cEBLCP▼dOCLCO▼dMHW▼dN$T▼dOCLCF▼dOCLCQ▼dDEBSZ▼dOCLCQ
■020    ▼a9781317786047▼q(electronic  bk.)
■020    ▼a1317786041▼q(electronic  bk.)
■020    ▼a9781317786054
■020    ▼a131778605X
■0291  ▼aDEBSZ▼b431608504
■0291  ▼aDEBSZ▼b449408760
■0291  ▼aDKDLA▼b820010-katalog:6049149
■035    ▼a(OCoLC)868490785
■050  4▼aBF723.S62  I58  2014
■072  7▼aFAM▼x046000▼2bisacsh
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■072  7▼aPSY▼x000000▼2bisacsh
■08204▼a155.4/18▼219
■1001  ▼aBornstein,  Marc  H.
■24510▼aInteraction  in  Human  Development
■260    ▼aHoboken▼bTaylor  and  Francis▼c2014
■300    ▼a1  online  resource  (325  pages).
■336    ▼atext▼btxt▼2rdacontent
■337    ▼acomputer▼bc▼2rdamedia
■338    ▼aonline  resource▼bcr▼2rdacarrier
■4901  ▼aCrosscurrents  in  Contemporary  Psychology  Series
■5880  ▼aPrint  version  record.
■5050  ▼aCover;  Title;  Copyright;  Dedication;  Series  Prologue;  Contributors;  Contents;  INTRODUCTION;  1.  On  Interaction;  PART  I:  INTERACTION  IN  COGNITIVE  DEVELOPMENT;  2.  Peer  Influences  on  Cognitive  Development:  Piagetian  and  Vygotskian  Perspectives;  Introduction;  Theoretical  Perspectives  on  the  Role  of  Social  Interaction:  Piaget  and  Vygotsky;  Research  on  Peers  and  the  Effects  of  Social  Interaction;  Conclusions;  Acknowledgments;  References;  3.  Cognitive  Development  and  Interaction;  Introduction;  Interaction,  Construction,  and  Logical  Determinism.
■5058  ▼aEvaluation  of  the  Effectiveness  of  Specific  Training  StrategiesSome  Theoretical  Considerations  on  Interactions  in  Cognitive  Development;  An  Experimental  Instance  of  Cognitive  Interaction:  Causality  Training;  Conclusions;  References;  4.  Social  Interaction  as  Tutoring;  Introduction;  Tutoring  and  Deafness;  Tutoring  and  the  Formation  of  Socio-Sensory-Motor  Structures;  Tutoring  as  the  Contingent  Control  of  Learning,  Forming  Means-End  Procedures;  Tutoring,  Imitation,  and  Modelling;  Tutoring  and  Self-Regulation;  Tutoring  and  the  Genesis  of  Self-Concepts;  Conclusions;  References.
■5058  ▼aPART  II:  INTERACTION  IN  LANGUAGE  ACQUISITION5.  Understanding  Social  Interaction  and  Language  Acquisition;  Sentences  are  not  Enough;  Introduction;  Specific  Hypotheses;  Assessing  a  Variety  of  Outcomes;  Conclusion;  Acknowledgments;  References;  6.  The  Independence  and  Task-Specificity  of  Language;  Introduction;  Models  of  Language  Acquisition;  Research  on  the  Task-Specificity  of  Language;  A  Model  of  Language;  Conclusions;  References;  7.  Reflections  on  Language,  Development,  and  the  Interactional  Character  of  Talk-in-Interaction;  Introduction;  The  Double  Interactivity  of  Talk;  A  Case  in  Point.
■5058  ▼aConcluding  RemarksAcknowledgments;  References;  PART  III:  CHILD-CARETAKER  INTERACTION;  8.  Genotype-Environmental  Interaction;  Introduction;  GE  Interaction  versus  Interactionism;  GE  Interaction  Versus  GE  Correlation;  GE  Interaction;  Theories;  Assessment  of  GE  Interaction:  Animal  Research;  Assessment  of  GE  Interaction:  Human  Research;  Conclusions;  References;  9.  The  Co-Construction  of  Representational  Activity  During  Social  Interaction;  Introduction;  Social  Relations  as  Contexts  for  Cognitive  Growth;  The  Social  Construction  of  Representational  Tactics;  Methods;  Findings;  Conclusions;  References.
■5058  ▼a10.  Between  Caretakers  and  Their  Young:  Two  Modes  of  Interaction  and  Their  Consequences  for  Cognitive  GrowthIntroduction;  Two  Modes  of  Caretaking  Interaction:  Definitions  and  Illustrations;  Two  Modes  of  Caretaking  Interaction:  Psychometric  Adequacy;  Two  Modes  of  Caretaking  Interaction:  Mechanisms  of  Action;  Two  Modes  of  Caretaking  Interaction:  Plausible  Cause;  Conclusions  and  Implications;  Acknowledgments;  References;  PART  IV:  HOW  TO  FORMULATE  THE  INTERACTION  PROBLEM?;  11.  Developmental  Contextualism  and  the  Life-Span  View  of  Person-Context  Interaction;  Introduction.
■500    ▼aContextualism  and  Probabilistic  Epigenesis.
■520    ▼aInteraction  in  Human  Development  unites  theoretical  essays  and  empirical  accounts  bearing  directly  on  the  nature  of  interactions  as  a  principal  factor  and  organizing  feature  in  human  mental  and  social  development.  The  papers  discuss  all  areas  of  interaction  including  genetic,  environmental,  life-span,  interpersonal,  and  cultural.  Ideal  as  a  text  for  students  and  as  a  reference  for  professionals  in  personality,  developmental,  educational,  and  environmental  psychology,  psychotherapy,  behavioral  medicine,  and  language.
■590    ▼aeBooks  on  EBSCOhost▼bAll  EBSCO  eBooks
■650  0▼aSocial  interaction  in  children
■650  0▼aLanguage  acquisition
■650  0▼aChild  psychology
■650  7▼aFAMILY  &  RELATIONSHIPS▼xLife  Stages▼xGeneral.▼2bisacsh
■650  7▼aPSYCHOLOGY▼xDevelopmental▼xGeneral.▼2bisacsh
■650  7▼aPSYCHOLOGY▼xDevelopmental▼xLifespan  Development.▼2bisacsh
■650  7▼aPSYCHOLOGY▼xGeneral.▼2bisacsh
■650  7▼aChild  psychology.▼2fast▼0(OCoLC)fst00854540
■650  7▼aLanguage  acquisition.▼2fast▼0(OCoLC)fst00992119
■650  7▼aSocial  interaction  in  children.▼2fast▼0(OCoLC)fst01122586
■655  4▼aElectronic  books.
■7001  ▼aBruner,  Jerome  S.
■77608▼iPrint  version▼aBornstein,  Marc  H.▼tInteraction  in  Human  Development.▼dHoboken  :  Taylor  and  Francis,  ©2014▼z9780805800357
■830  0▼aCrosscurrents  in  contemporary  psychology.
■85640▼uhttp://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=687143
■938    ▼aEBL  -  Ebook  Library▼bEBLB▼nEBL1596798
■938    ▼aEBSCOhost▼bEBSC▼n687143
■994    ▼a92▼bK8N

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