Details

Autor(en) / Beteiligte

• Hale, Gordon A[Herausgeber]
• Lewis, Michael[Herausgeber]

Titel

Attention and Cognitive Development

Ort / Verlag

Boston, MA : Springer US

Erscheinungsjahr

1979

Link zum Volltext

• Volltext

Beschreibungen/Notizen

• 1 Attention: The Perceiver as Performer -- Some Examples of Attending -- What Is Attention? -- What Attention Is Not -- Restatement of the Theme -- Classic Variables of Attention -- Expectation -- How Does Attention Develop? -- Conclusion -- References -- 2 The Concept of Identity and Children’s Selective Attention -- Extent of Visual Scanning -- Relevance of Perceived Differences to Judgments of Identity -- Criteria of Identity Judgments and Scanning Strategies -- Conclusion -- References -- 3 Development of Children’s Attention to Stimulus Components -- The Component Selection Task -- Development of Children’s Disposition toward Selectivity -- Development of Flexibility in Attention to Components -- A Further Issue in Measuring Attention to Components: Dimension Preferences -- Concluding Remarks -- References -- 4 A Constructivist Account of the Development of Perception, Attention, and Memory -- The Thesis -- Empirical and Theoretical Underpinnings --^
• A General, Unified Cognitive System? -- Concluding Remarks -- References -- 5 Stimulus Dimensions, Problem Solving, and Piaget -- Developmental Relationships between Conservation and Attention to Dimensions -- How Attention to Dimensions Affects Conservation Performance -- Implications for an Understanding of the Development of Dimensionalization -- Summary -- References -- 6 Developmental Aspects of Selective Orientation -- From Selective Orienting to Mental Representation -- Orienting Asymmetry and the Development of Handedness -- Effect of Rightward Response Bias on Lateral Attending -- Task-Related Attentional Biases -- References -- 7 Attentional Processes and Individual Differences -- A Review of Models of Attention and Memory -- Individual Differences in Information Processing -- Conclusion -- References -- 8 Toward a Clearer Definition of the Attentional Deficit of Hyperactive Children -- Confusion Caused by Current Diagnostic Labels --^
• Confusion Caused by Definitions of Attention -- Selective Attention as Defined in Studies of Stimulus Reduction, Distraction, and Incidental Learning -- Sustained Attention as Defined in Vigilance Studies -- Sustained Attention as Defined in Studies of More Complex Perceptual and Conceptual Processes: A Brief Review -- References -- 9 The Cognitive Effects of Stimulant Drugs on Hyperactive Children -- Definition of the Disorder -- Background Information on Drug Treatment -- Evaluation of Diagnostic Drug Trials -- Experiments Using Paired-Associate Learning -- Other Laboratory Tests -- Problems with Drug Treatment -- Directions for Future Research -- References -- 10 Attention and Cognitive Style in Children -- The Confounding of Cognitive Style and Development -- Attention and Cognitive Style: A Developmental Lag Approach -- Style: Individual Differences in Attention Deployment -- Attention and Cognitive Style: The Developmental Lag Interpretation Reevaluated --^
• Cognitive Styles: Separate but Unequal? -- A Word of Caution -- References -- 11 Attention in the Classroom -- Alertness -- Selectivity -- Central Processing -- Monitoring and Fostering Attention in the Classroom -- Special Problems of Attention -- Summary -- References -- 12 Watching Children Watch Television -- When Children Begin to Watch Television -- Amount of Television Viewing -- Factors Related to Amount of Home Viewing -- Visual Attention to Television -- Attributes of Television Programs That Influence Visual Attention -- Discussion of the Attribute Effects -- Auditory Attention to Television -- A Possible Theoretical Direction for Future Research on Attention to Television -- Final Comments -- References
• "My experience is what I agree to attend to," wrote William James (1890) nearly a century ago in his Principles of Psychology. Although certainly not the first to recognize the importance of attention in man's experience--poets and philosophers throughout history have touched upon the concept in one way or another-James deserves credit for having accorded attention a central role in the systematic study of the mind. With the advancement of psychology since that time, except during the behaviorist digression, the concept of attention has been an integral part of many prominent theories dealing with learning, thinking, and other aspects of cognitive functioning. Indeed, attention is an important determinant of experience from birth throughout development. This has been an implicit assumption underlying our view of cognition since the writings of Charles Darwin (1897) and Wilhelm Preyer (1888) as well as James, all of whom offered provocative insights about the developing child's commerce with the environment. Although systematic research on attention in children was slow to pick up during the early part of this century, interest in the developmental study of attention has expanded enormously in recent years