Cognitive Development: Theories, Stages and Processes and Challenges


Ruoling Chen (Editor)
Department of Primary Care and Public Health Sciences, Division of Health and Social Care Research, King’s College London, UK

Series: Psychology Research Progress
BISAC: PSY008000

Cognitive function is crucial to human beings right across the life course. Developed in an early age, cognitive function is influenced by environmental factors, changing over time. This book has reviewed and updated some areas on cognitive development, processes and challenges. Across 11 chapters, the book covers topics ranging from theory explorations to original studies in the real world.

This book offers important insight into a theoretical understanding of the basic cognitive processes involved in the generation of new knowledge and ways in which to promote the development of learning and semantic memory. Cognitive development and its relation to emotional development is examined, and how traditional and current theories of cognitive development provide a framework for understanding the development of emotional processing in children. Children’s conceptual development and cross-classification theories have been reviewed, particularly examining how children use classification, the ability to group items into categories, to structure the world into meaningful units. The effects of different parent-child activities on early literacy have been examined with a discussion on the contribution of different parent-child dyadic activities at home in promoting skills that pave the way to reading and spelling acquisition. On determining the relations among parenting, socio-emotional engagement, shared practices, language and perspective taking skills, new data shows that constructivist approaches provide a powerful way to investigate the development of children’s social cognition. They also indicate that maternal factors and mother-child shared practices facilitate a child’s mastery of sentential complements, conversation skill, and explicit perspective taking skills. In particular, this book has explored the face-inversion effect in children, with new perspectives indicating that expert face processing mechanisms are only employed for the recognition of faces from the age of 10, but inexpert mechanisms were employed prior to this age.

This book contains updated knowledge about the remaining challenges for theories of cognitive development, especially in terms of exploring the reciprocal relation between cognition and emotion. It has examined external environments in relation to cognitive development, including adaptation requiring both the memory of past events and cognitive transfer, and the effects of indoor and outdoor air pollutions on cognitive functioning. (Imprint: Nova)

Table of Contents

Table of Contents


Chapter 1 – Conceptual Knowledge Extension: An Examination of Its Development and the Underlying Cognitive Processes Involved (pp. 1-16)
Nicole L. Varga and Patricia J. Bauer (Department of Psychology, Emory University, Atlanta GA, USA)

Chapter 2 – Classification and Cross-Classification in Children (pp. 17-32)
Simone P. Nguyen and Helana Girgis (Department of Psychology, University of North Carolina Wilmington, Wilmington, NC, USA and others)

Chapter 3 – A Cognitive-Developmental Approach to Emotion Processing in Children (pp. 33-58)
Denise Davidson, Sandra B. Vanegas and Elizabeth Hilvert (Department of Psychology, Loyola University Chicago, Chicago, IL, USA)

Chapter 4 – Towards an Integrated Model of Semiotic Development (pp. 59-76)
Jordan Zlatev and Lorraine McCune (Centre for Languages and Literature, Lund University, Sweden and others)

Chapter 5 – The Challenge of Cognitive Transfer Revisited: Strategies of Order Memory in 7-Year-Old Children (pp. 77-96)
Patrice Marchandise, Annie Mansy-Dannay, Alain Guerrien and Jérôme Clerc (Université Lille Nord de France, France)

Chapter 6 – Parenting, Language and Perspective Taking: Advantages of Constructivist Approaches (pp. 97-144)
Brad M. Farrant, Murray T. Maybery and Janet Fletcher (School of Psychology, and Telethon Institute for Child Health Research, The University of Western Australia)

Chapter 7 – The Development of Face Recognition: Experimental Evidence for Maturation (pp. 145-188)
Peter James Hills (Department of Psychology, Anglia Ruskin University, UK)

Chapter 8 – Promoting Early Literacy: The Differential Effects of Parent-Child Joint Writing and Joint Storybook Reading Interventions (pp. 189-212)
Dorit Aram and Iris Levin (School of Education, Tel Aviv University, Israel)

Chapter 9 – Exposure to Second-Hand Smoke and Cognitive Functioning in the Life Course (pp. 213-228)
Sophie Orton and Ruoling Chen (Division of Primary Care, School of Medicine, University of Nottingham, Nottingham, UK and others)

Chapter 10 – Training for Transfer in Children and Adolescents with Intellectual Disabilities (pp. 229-254)
Christophe Luxembourger, Hursula Mengue-Topio and Jérôme Clerc (Université de Lorraine, and Université Lille Nord de France, Lille, France)

Chapter 11 – Environmental Pollution, Neurodevelopment and Cognitive Impairment (pp. 255-278)
Ruoling Chen and Nicholas Roberts (King’s College London, London, UK)


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