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Cognitive styles in infancy and early childhood / Nathan Kogan.

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Originally published in 1976, here is a comprehensive account of the role of cognitive styles in early childhood. The author considers the possible precursors of these styles in infancy, and offers a new classification scheme that helps to clarify the relation of cognitive styles to ability and inte...

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Bibliographic Details
Online Access: Full Text (via Taylor & Francis)
Main Author: Kogan, Nathan (Author)
Format: eBook
Language:English
Published: London : Psychology Press, 2013.
Series:Psychology revivals.
Subjects:
Cognition in infants.
Cognitive styles.
Infant psychology.
Cognition in children.

MARC

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100 1 |a Kogan, Nathan,  |e author.  |0 http://id.loc.gov/authorities/names/n81004146  |1 http://isni.org/isni/0000000115655518 
245 1 0 |a Cognitive styles in infancy and early childhood /  |c Nathan Kogan. 
264 1 |a London :  |b Psychology Press,  |c 2013. 
300 |a 1 online resource (xiii, 146 pages) :  |b illustrations. 
336 |a text  |b txt  |2 rdacontent 
337 |a computer  |b c  |2 rdamedia 
338 |a volume  |b nc  |2 rdacarrier 
490 1 |a Psychology Revivals 
588 0 |a Print version record. 
500 |a Includes indexes. 
500 |a Originally published: Hillsdale, New Jersey : Lawrence Erlbaum, 1976. 
504 |a Includes bibliographical references (pages 128-138). 
520 |a Originally published in 1976, here is a comprehensive account of the role of cognitive styles in early childhood. The author considers the possible precursors of these styles in infancy, and offers a new classification scheme that helps to clarify the relation of cognitive styles to ability and intelligence. Throughout the volume the author attempts to link cognitive styles with other theoretical constructs, and finally, the author advances a set of seven conclusions to reflect the contemporary state of knowledge in regard to the character and function of cognitive styles during the early years of life. This volume provides information about the beginnings of cognitive styles in infancy and the course of their development in preschool years. Research is examined both from the viewpoint of developmental change and individual differences among children. The role of sex differences in cognitive styles is thoroughly examined, and, contrary to earlier claims of no difference, the author convincingly demonstrates that females manifest clear-cut superiority across a wide band of cognitive functions during the pre-school years. 
505 0 |a Cover; Cognitive Styles in Infancy and Early Childhood; Title page; Copyright Page; Original Title Page; Original Copyright Page; Table of Contents; Preface; I. Introduction; A. General Background; B. Cognitive Styles and Infancy; C. Cognitive Styles in Preschool Children; D. Types of Cognitive Styles; E. Criteria for Selection of Particular Cognitive Styles; II. Field Independence-Dependence; A. General Background; B. Assessment in Preschool Children; 1. Measures of Field Independence-Dependence; 2. Developmental Mean Differences; 3. Stability of Assessments. 
505 8 |a C. Validation at the Preschool Level1. Relation to Intelligence Assessments; 2. Relation to Socioemotional and Task-Oriented Behavior; D. Sex Differences; E. Infant Precursors; F. Conclusions and Implications; III. Reflection-Impulsivity; A. General Background; B. Assessment in Preschool Children; 1. Match-to-Sample Tasks for Preschoolers; 2. The Combined Error-Latency Index: Critique and Defense; 3. Changes in Construct Meaning during the Preschool Period; 4. Stability of Assessments; 5. Developmental Mean Differences; C. Validation at the Preschool Level; 1. Visual Scanning Patterns. 
505 8 |a 2. Relation to Other Self-Regulatory Behaviors3. Relation to Intelligence Assessments; 4. Relation to Cognitive Developmental Level; D. Sex Differences; E. Infant Precursors; F. Dynamics; G. Methodological Alternatives; H. Conclusions and Implications; IV. Breadth of Categorization; A. General Background; B. Assessment in Preschool Children; 1. Developmental Mean Differences Spanning Preschool and Later Age Periods; 2. Developmental Mean Differences in the Early Preschool Years; 3. Individual Differences; C. Validation at the Preschool Level. 
505 8 |a 1. Relation of Breadth to Socioemotional and Task-Oriented Behaviors2. Relation of Accuracy to Socioemotional and Task-Oriented Behaviors; D. Sex Differences; E. Conclusions and Implications; V. Styles of Conceptualization; A. General Background; B. Assessment at the Preschool Level; 1. Modifications of the Conceptual Styles Test for Preschoolers; 2. Developmental Mean Differences; 3. Stability of Assessments; 4. Stages of Classification; 5. Critical Tests of Stage Theories; 6. Classification in Infants One to Two Years of Age; C. Validation at the Preschool Level. 
505 8 |a 1. Relation to Socioemotional and Task-Oriented Behaviors in Five-Year-Olds2. Relation to Socioemotional and Task-Oriented Behaviors in Three- and Four-Year Olds; D. Parental Influences; E. Conclusions and Implications; VI. Interrelationships between Styles; A. Type I Cognitive Styles; B. Type II and III Cognitive Styles; VII. Epilogue; Reference; Author Index; Subject Index. 
650 0 |a Cognition in infants.  |0 http://id.loc.gov/authorities/subjects/sh88000985 
650 0 |a Cognitive styles.  |0 http://id.loc.gov/authorities/subjects/sh85027755 
650 0 |a Infant psychology.  |0 http://id.loc.gov/authorities/subjects/sh85066009 
650 0 |a Cognition in children.  |0 http://id.loc.gov/authorities/subjects/sh85027749 
650 7 |a Cognition in children.  |2 fast 
650 7 |a Cognition in infants.  |2 fast 
650 7 |a Cognitive styles.  |2 fast 
650 7 |a Infant psychology.  |2 fast 
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776 0 8 |i Print version:  |a Kogan, Nathan.  |t Cognitive styles in infancy and early childhood.  |d London : Psychology Press, 2013  |z 9781848722576  |w (OCoLC)859577724 
856 4 0 |u https://colorado.idm.oclc.org/login?url=https://www.taylorfrancis.com/books/9780203795811  |z Full Text (via Taylor & Francis) 
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