Originally published in 1977, this book considers the role language plays in psychological development. It tries to avoid general discussions of "language and thought", an approach already sufficiently developed by philosophers and (although somewhat less) by psychologists. Instead it attempts to focus specifically upon what we can learn about the topic from available research findings at the time. Theoretical considerations are developed only when necessary to clarify an issue or to facilitate the integration of presented material. The aim of the work is simple – to share with the reader the author’s thoughts and understanding of available knowledge of the role of language in mental development.

Filling a gap in current literature on human development, this volume explores the influence of psychophysiological, behavioral, and social factors on stability and continuity in the development of the mind during human infancy. The book reviews existing literature, presents new data, and discusses issues of substance in mental development, methodology, and interpretation. Commentaries by recognized experts interpret the research results from the previous chapters.

Science depends on noticing that things which seem identical are different, and conversely. In psychology, one cannot assume that apparently identical behaviours are due to identical mechanisms. The work reported in this book involves the problem of classifying the true nature of behaviour as it appears during child development. Originally published in 1982, the papers in this volume attempt to interpret, explain, or explain away developmental regressions in a variety of different areas. In spring 1975, a group of scholars interested in such problems met for several days to discuss their individual findings and the underlying theoretical issues. This volume reflects both the discussions at the original conference and succeeding years of thinking, reading and writing.

Harris' Developmental Neuropsychiatry provides updated information to the first edition which defined the field of developmental neuropsychiatry, and is the most recent comprehensive textbook in the field.

There is a general and extensive literature in the development of representational thought and symbolic processes because of its centrality in human evolution. However, the umbrella of science and its method does not necessarily lead to a coherent conceptual model, or agreements among scholars. These basic differences among various disciplines have led to the creation of new and exciting realms of research. This book considers how representational or symbolic thought develops for children's use in a wide array of these circumstances.

This classic work, first published in German in 1926 and subsequently in English in 1940, was the first comprehensive introduction to the field of comparative developmental psychology. In her new prologue to this reprint of the revised edition, originally published by International Universities Press in 1948, Margery Franklin sketches the key events in Werner's life, the major themes in his concept of development, and relevant issues for today's scholars.

Some may say that this book is long overdue; others, including myself, will state that the book appears atjust the right time. The latter is likely more true, for it is doubtful that many in the professions would, until now, link issues of learning disabilities with those of neurophysiological dysfunction in the manner in which ultimately must be the case. As a matter of fact, there are those who deny the relationship completely. Lee Wiederholt (1974)1 in his short, but excellent, review of the historical perspectives of learning disabilities, traces the early interest in this problem to the work of Gall (1802), and to his successors Broca (1861), Jackson (1864), Bastian (1869), and a few others. Each of these men would, at the time of this writing, be considered to have interests in the field of neurology, although at the time of their investigations, neurology per se was but a gleam in the eye of the anatomical beholder. A relative detour then took place. Cerebral palsy, in the decades of the 1940s and 1950s, caught the attention of researchers through the work of Winthrop Morgan Phelps (orthopedist) and George Deaver (physiatrist) and one or two other medically oriented individuals. This was related to the writings of W. J. Little (1810-1894). It was, however, Kurt Goldstein, Heinz Wemer, both eminent German scientists, and Alfred A.

This is Volume VI of thirty-two in the Developmental Psychology series. First published in 1930, this study presents a summary of the psychological theory of the time, on the mental development of a growing child considering memory, development of perception, imagination, ability to draw and evolution.

This definitive volume is the result of collaboration by top scholars in the field of children's cognition. New edition offers an up-to-date overview of all the major areas of importance in the field, and includes new data from cognitive neuroscience and new chapters on social cognitive development and language Provides state-of-the-art summaries of current research by international specialists in different areas of cognitive development Spans aspects of cognitive development from infancy to the onset of adolescence Includes chapters on symbolic reasoning, pretend play, spatial development, abnormal cognitive development and current theoretical perspectives