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About this product
- PublisherSpringer-Verlag New York Inc.
- Date of Publication05/10/2011
- GenrePsychology: Professional & General
- Place of PublicationNew York, NY
- Country of PublicationUnited States
- ImprintSpringer-Verlag New York Inc.
- Content Notebiography
- Weight587 g
- Width155 mm
- Height235 mm
- Spine20 mm
- Edited byG. Hale
- Table Of Contents1 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?.- Specificity.- Flexibility.- Preparedness.- Economy.- Conclusion.- References.- 2 The Concept of Identity and Children's Selective Attention.- The Task.- Extent of Visual Scanning.- Do Young Children Scan Only Part of the Stimuli?.- What Factors Affect the Extent of Ocular Scanning?.- Can Insufficient Scanning Explain Poor Performance in Differentiation Tasks?.- 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.- Age Trends in Component Selection.- Overtraining Effects.- Stimulus Integration and Integrality.- Development of Flexibility in Attention to Components.- Variation in Task Structure.- Instructional Effects.- Manipulation of Component Salience.- Related Literature.- General Conclusions on Development of Flexibility.- 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.- Nonconscious versus Conscious Perception.- Two Qualitative Transitions of Development: From Nonconscious to Focal Processing.- Empirical and Theoretical Underpinnings.- Motor Efference as the Key to the Conscious Experience of Perception.- Accommodative Imitation as the Key to Efference.- A General, Unified Cognitive System?.- Concluding Remarks.- References.- 5 Stimulus Dimensions, Problem Solving, and Piaget.- Developmental Relationships between Conservation and Attention to Dimensions.- Piaget's Model of Conservation.- An Attentional Interpretation of Piaget's Model.- The Role of Attention to Quantity.- How Attention to Dimensions Affects Conservation Performance.- Implications for an Understanding of the Development of Dimensionalization.- Levels of Dimensionalization.- Relationships between Dimensions.- Dimensionalization of Changing Stimuli.- Implications for Research on 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.- Sokolov.- Lewis.- McCall.- Cohen,.- Jeffrey.- Olson.- Fagan.- Individual Differences in Information Processing.- Developmental Variation.- Individual Variation in Habituation.- Clinical Applications of Individual Differences in Habituation.- Conclusion.- References.- 8 Toward a Clearer Definition of the Attentional Deficit of Hyperactive Children.- Confusion Caused by Current Diagnostic Labels.- Description of Samples Used in the McGill Studies.- Confusion Caused by Definitions of Attention.- Selective Attention as Defined in Studies of Stimulus Reduction, Distraction, and Incidental Learning.- Stimulus Reduction Studies with Hyperactive Children.- Studies of Distractibility with Hyperactive Children.- Studies of Distractibility with Learning-Disabled Children.- Summary and Critique of Distractibility Studies with Hyperactive and Learning-Disabled Children.- Incidental Learning Studies with Hyperactive Children.- Incidental Learning Studies with Learning-Disabled Children.- Summary and Critique of Incidental Learning Studies with Hyperactive and Learning-Disabled Children.- Sustained Attention as Defined in Vigilance Studies.- Vigilance Studies with Hyperactive Children.- Vigilance Studies with Learning-Disabled Children.- Studies with Hyperactives on Reaction Time Tasks Mak
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