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The Role of Central Conceptual Structures in the Development of Children's Thought

The Role of Central Conceptual Structures in the Development of Children's Thought

Robbie Case, Yukari Okamoto

ISBN: 978-0-631-22451-8

May 2000, Wiley-Blackwell

308 pages

Select type: Paperback

In Stock

$66.95

Description

A new model of child cognition and learning

The Role of Central Conceptual Structures in the Development of Children's Thought explores child cognition and conceptual development to present the novel "Central Conceptual Structure" theory. The culmination of a six-year instructional research program, this study examines the idea of "core knowledge" that can be applied to any task, and shows how transforming this core knowledge affects future learning. This book explores this theory in depth, providing extensive support and analysis that will interest anyone involved in child development, cognitive science, or educational psychology.

Abstract.

I. Introduction: Reconceptualizing the Nature of Children’s Conceptual Structures and Their Development in Middle Childhood (Robbie Case).

II. Exploring the Microstructure of Children's Central Conceptual Structures in the Domain of Number (Yukari Okamoto and Robbie Case).

III. Exploring the Macrostructure of Children’s Central Conceptual Structures in the Domains of Number and Narrative (Robbie Case, Yukari Okamoto, Barbara Henderson, Anne McKeough, and Charles Bleiker).

IV. Evaluating the Breadth and Depth of Training Effects when Central Conceptual Structures are Taught (Sharon Griffin and Robbie Case).

V. Central Spatial Structures and Their Development (Robbie Case, Kimberly Marra Stephenson, Charles Bleiker, and Yukari Okamoto).

VI. Cross-Cultural Investigations (Yukari Okamoto, Robbies Case, Charles Bleiker, and Barvara Hnderson).

VII. Modeling the Dynamic Interplay Between General and Specific Change in Children's Conceptual Understanding (Robbie Case).

VIII. Summary and Conclusion (Robbie Case)'.

Appendix A. Administration and Scoring of the Numerical Tasks.

Appendix B. Administering and Scoring of the Narrative Tests.

Appendix C. Administration and Scoring of the Spatial Tasks.

Appendix D. Sample Lesson from the Right start Program.

Appendix E. Procedures and Parameters for Fitting the Growth of Working Memory with a Set of Logistic Equations.

References.

Acknowledgments.

Commentary.

A Grand theory of Development (Robert S. Siegler).

Central Conceptual Structures: Seeking Developmental Integration (Daniel P. Keating).

Reply.

Modeling the Process of Conceptual Change in a Continuously Evolving Hierarchical System (Robbie Case).

Contributors.

Statement of Editorial Policy.