Time and Human Cognition : A Life-Span Perspective

By: Levin, IContributor(s): Zakay, DMaterial type: TextTextSeries: eBooks on DemandAdvances in Psychology: Publisher: Amsterdam : Elsevier Science, 2014Description: 1 online resource (429 p.)ISBN: 9780080867137Subject(s): Developmental psychology | Time perceptionGenre/Form: Electronic books.Additional physical formats: Print version:: Time and Human Cognition : A Life-Span PerspectiveDDC classification: 153.753 LOC classification: BF468 .T54 1989BF468.T54Online resources: Click here to view this ebook.
Contents:
Front Cover; Time and Human Cognition: A Life-Span Perspective; Copyright Page; Contents; Preface; Contributors; Introduction; Chapter 1. The Role of Temporal Factors in Infant Behavior and Development; Introduction; Intrinsic Biobehavioral Rhythms; Temporal Nature of Social Interactions; Learning of Temporal Information; Perception of Temporal Information; Conclusion; References; Chapter 2. Time Concepts in Language and Thought: Filling the Piagetian Void from Two to Five Years; Introduction; The ST System and Object Permanence; The ET System and Displacement
Transition from the ET to the Restricted SystemThe Restricted RT System; The Transition from a Restricted to a Free RT System: Temporal Sequencing; Temporal Location: RT versus ET Systems; The Free RT System and Seriation and Reversibility; Conclusion: Temporal Systems and Conceptual Development; References; Chapter 3. Measuring Time via Counting: The Development of Children's Conceptions of Time as a Quantifiable Dimension; Introduction; Qualitative versus Quantitative Reasoning: Integration of Duration; Counting: A Time Measurement Strategy; Counting and Judging Time
Development of Time Measurement Summary and General ConclusionsReferences; Chapter 4. Principles Underlying Time Measurement: The Development of Children's Constraints on Counting Time; Introduction; Principles Underlying Time Measurement: Constancy and Arbitrariness; Comparison with Principles Proposed by Piaget; General Framework for the Reported Studies; Interview for Assessing Four Principles of Time Measurement; Constrained Task for Assessing Principles; Principles Underlying Time Counting and the Use of Counting to Measure Time
General Conclusions: Principles Underlying Time MeasurementReferences; Chapter 5. Strategy Choices in Children's Time-Telling; Introduction; A Short Review of the Literature on Strategy Choice and Time-Telling; The Development of Time-Telling Skills; An Empirical Study of Children's Time-Telling; Discussion; References; Chapter 6. Assessing Children's Understanding of Time, Speed and Distance Interrelations; Introduction; What Understanding Entails; Judging Directly Perceived Relative Durations
Study 1: An Examination of the Concordance between Methods Claiming to Measure Children's Knowledge of Time, Speed and Distance InterrelationsConclusions Thus Far and Introduction of a Fourth Method: Assessing the Posssibility of Relative Time, Speed and Distance Combinations; Studies 2A, B and C Children's Recognition of the Necessary Interrelations between Relative Times, Speeds and Distances; Summary and Conclusions; References; Chapter 7. The Representation of Temporal Structure in Children, Adolescents and Adults; Introduction; Models of the Representation of Time Structures
Research on Adults' Representations
Summary: Each chapter in this book is written by, and devoted to the original work of a leading researcher in his or her own field. The book presents an integrative approach to the psychological study of time in an attempt to bring to light similarities between bodies of research which have been developed independently within different theoretical frameworks - from Piaget's structuralist-organismic model, to information processing approaches. <br><br>The chapters are organized in a life-span perspective, with different chapters focusing on different age-levels. It includes analyses of time perception
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Front Cover; Time and Human Cognition: A Life-Span Perspective; Copyright Page; Contents; Preface; Contributors; Introduction; Chapter 1. The Role of Temporal Factors in Infant Behavior and Development; Introduction; Intrinsic Biobehavioral Rhythms; Temporal Nature of Social Interactions; Learning of Temporal Information; Perception of Temporal Information; Conclusion; References; Chapter 2. Time Concepts in Language and Thought: Filling the Piagetian Void from Two to Five Years; Introduction; The ST System and Object Permanence; The ET System and Displacement

Transition from the ET to the Restricted SystemThe Restricted RT System; The Transition from a Restricted to a Free RT System: Temporal Sequencing; Temporal Location: RT versus ET Systems; The Free RT System and Seriation and Reversibility; Conclusion: Temporal Systems and Conceptual Development; References; Chapter 3. Measuring Time via Counting: The Development of Children's Conceptions of Time as a Quantifiable Dimension; Introduction; Qualitative versus Quantitative Reasoning: Integration of Duration; Counting: A Time Measurement Strategy; Counting and Judging Time

Development of Time Measurement Summary and General ConclusionsReferences; Chapter 4. Principles Underlying Time Measurement: The Development of Children's Constraints on Counting Time; Introduction; Principles Underlying Time Measurement: Constancy and Arbitrariness; Comparison with Principles Proposed by Piaget; General Framework for the Reported Studies; Interview for Assessing Four Principles of Time Measurement; Constrained Task for Assessing Principles; Principles Underlying Time Counting and the Use of Counting to Measure Time

General Conclusions: Principles Underlying Time MeasurementReferences; Chapter 5. Strategy Choices in Children's Time-Telling; Introduction; A Short Review of the Literature on Strategy Choice and Time-Telling; The Development of Time-Telling Skills; An Empirical Study of Children's Time-Telling; Discussion; References; Chapter 6. Assessing Children's Understanding of Time, Speed and Distance Interrelations; Introduction; What Understanding Entails; Judging Directly Perceived Relative Durations

Study 1: An Examination of the Concordance between Methods Claiming to Measure Children's Knowledge of Time, Speed and Distance InterrelationsConclusions Thus Far and Introduction of a Fourth Method: Assessing the Posssibility of Relative Time, Speed and Distance Combinations; Studies 2A, B and C Children's Recognition of the Necessary Interrelations between Relative Times, Speeds and Distances; Summary and Conclusions; References; Chapter 7. The Representation of Temporal Structure in Children, Adolescents and Adults; Introduction; Models of the Representation of Time Structures

Research on Adults' Representations

Each chapter in this book is written by, and devoted to the original work of a leading researcher in his or her own field. The book presents an integrative approach to the psychological study of time in an attempt to bring to light similarities between bodies of research which have been developed independently within different theoretical frameworks - from Piaget's structuralist-organismic model, to information processing approaches. <br><br>The chapters are organized in a life-span perspective, with different chapters focusing on different age-levels. It includes analyses of time perception

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