Диссертация (1097383), страница 92
Текст из файла (страница 92)
Speech acts in argumentative discussions: atheoretical model for the analysis of discussions directed towards solving conflicts of opinion.Dordrecht: Foris Publications, 1984. 215 p.351. Fetters L. Object permanence development in infants with motor handicaps // PhysicalTherapy. 1981. Vol. 61. N 3. P.
327-333.352. Field D. Can preschool children really learn to conserve? // Child Devel. 1981. Vol. 52.N 2. P. 326-334.353. Flavell J.H. Perspectives on perspective taking // Piaget’s theory: Prospects andpossibilities / Ed. by H. Beilin, P. Pufall. Hillsdale, NJ, 1992. P. 107—139.354. Flavell J.H. Theory-of-Mind development: Retrospect and prospect // Merrill-PalmerQuarterly.
2004. Vol. 50. N 3. P. 274-290.355. Flavell J.H., Miller P.H., Miller S.A. Cognitive development. 4 th ed. Upper SaddleRiver, NJ, 2002.356. Frameworkfor21stCenturyLearning.Publicationdate:03/2011.URL:http://www.p21.org/storage/documents/1.__p21_framework_2-pager.pdf357. Gangani N., McLean G.N., Braden R.A. A competency-based human resourcesdevelopment strategy // Performance Improvement Quarterly. 2004. 19 (1).
P. 127-139.358. Gelman R. Conservation acquisition: A problem of learning to attend to relevantattributes // J. Exp. Child sychol. 1967. V. 7. P. 167-187.404359. Gelman R. Conservation acquisition: A problem of learning to attend to relevantattributes // J. Exp. Child Psychol. 1967. Vol. 7. P. 167—187.360. Gerst M.S. Symbolic Coding Processes in Observational Learning // Journal ofPersonality and Social Psychology. 1971. N 19. P. 7–17.361. Gouin-Decarie T.
Intelligence and affectivity in early childhood: An experimental studyof Jean Piaget's object concept and object relations. Intelligence and affectivity in earlychildhood. New York: International Universities Press., 1962, 1974. 230 p.362. Gouin-Décarie T., O’Neill M. Some aspects of cognitive development among childrensuffering from malformations due to thalidomide // Bulletin de Psychologie, 1974. N 27. P. 286303.363.
Gouin-Décarie T.A study of the mental and emotional development of the thalidomidechild // B.M.Foss (Ed.) Determinants of infant behaviour. Vol. IV. London: Methurn, 1969. P.167-187.364. Halford G.S. A theory of the acquisition of conservation // Psychol. Rev. 1970. Vol. 77.N 4. P. 302—316.365. Heider F. The psychology of interpersonal relations. New York: Wiley, 1958.
322 p.366. Henderson R.W. Bergan J.R. The cultural context of childhood. Columbus, Ohio:Charles E. Merrill, 1976. 511 p.367. Hollos M. Logical operations and role-taking abilities in two cultures^ Norway andHungary // Child Development. 1975. №46 (3). P. 638-649.368. Hollos M., Cowan P. Social isolation and cognitive development: Logical operationsand role-taking abilities in three Norwegian social settings // Child Development.
1973. №44. P.630-641.369. Hughes M. Children and number: Difficulties in learning mathematics. Oxford, UK,1975.370. Hutmacher W. Key competencies for Europe // Report of the Symposium Bern,Switzerland 27-30 March, 1996. Council for Cultural Cooperation (CDCC) a SecondaryEducation for Europe. Strasburg, 1997. 72 p.371. Inhelder B., Sinclair H., Bovet M. Learning and development of cognition. Cambridge,MA: Harvard University Press, 1974.
308 p.372. Janet P. L’intelligence avant le langage. Paris: Flammarion, 1936. 292 p.373. Kaye K. Learning by imitation in infant and young children: Paper presented at themeeting of the Society for Research in Child Development. Minneapolis, 1971. 202 p.374. Kingsley R.C., Hall V.C. Training conservation through the use of learning sets // ChildDevelopment. 1967.
V. 38. №4. P. 1111—1125.405375. Kohler J. Schlüsselkompetenzen und “employability” im Bologna-Prozess //StifterverbandfürdieDeutscheWissenschaft(Hrsg.):SchlüsselkompetenzenundBeschäftigungsfähigkeit. Konzepte für die Vermittlung überfachlicher Qualifikationen anHochschulen. Essen: Positionen, Juni 2004. S. 5-15.376. Kolb D. Experiential learning: Experience as the source of learning and development.Englewood Cliffs, N.J., 1984.377. Kolb D., Osland J., Rubin I. Organizational behavior: An experiential approach. N.Y.1995.378. Lawson G.Y., Flavell J.H. Verbal factors in compensation performance and the relationbetween conservation and compensation // Child Develop. 1970. Vol. 41.
N 4. P. 965—977.379. Maratsos M.P. Non-egocentric communication abilities in preschool children // ChildDevelopment. 1973. Vol. 44. P. 697—700.380. McClelland D.C. The concept of competence // Competence at work / Ed. by SpencerL.M. and Spencer S.M. N.Y.: John Wiley and Sons, Inc., 1993. P. 1-16.381. Mill James. Analysis of the phenomena of the human mind: In two vol. / Edited andadditional notes by John Stuart Mill. London: Longmans, Green and Dyer, 1878.382. Mondloch С.J., Lewis Т.L., Budreau D.R., Maurer D., Dannemiller J.L., Stephens В.R.,Kleiner-Gathercole К.А. Face perception during early infancy // Psychological Science.
1999.№10. P. 419-422.383. Morf A., Smedslund J. Vinh Bang A., Wohlwlll J. L'apprentissage des structureslogiques. Paris, 1959.384. Murray F.B. Acquisition of conservation through social interaction // Develop. Psychol.1972. Vol. 6. N 1. P. 392—401.385. National Research Council // Education for Life and Work: Developing TransferableKnowledge and Skills in the 21st Century. Committee on Defining Deeper Learning and 21stCentury Skills / J.W. Pellegrino and M.L. Hilton, Editors. Board on Testing and Assessment andBoard on Science Education, Division of Behavioral and Social Sciences and Education.Washington, DC: The National Academies Press, 2012. 242 p.386.
Newcomb Т.М. An Approach to the Study of Communicative Acts // PsychologicalReview. 1953. V. 60. №6. P. 393-404.387. Osgood С.Е., Tannenbaum P.H. The principle of congruity in the prediction of attitudechange // Psychological Review. 1955. V.62. P. 42-55.388. Overbeck C., Schwartz M. Training in conservation of weight // J. Exp. Child Psychol.1970. V. 9. №2. P. 253-264.406389.
Piaget J. Intellectual evolution from adolescence to adulthood // Human Development.1975. N 15. P. 1-12.390. Piaget J., Inhelder B. The child’s conception of space. London: Routledge and KeganPaul, 1956.391. Plomin R., DeFries J.C. Genetics of cognitive abilities and disabilities // ScientificAmerican, 1998, May. P. 62-69.392. Plomin R., Spinath F.M. Intelligence: Genetics, Genes, and Genomics // Journal ofPersonality and Social Psychology. 2004. Vol.
86. №1. P. 112–129.393. Raven J., Raven J.C., Court J.H. Manual for Raven's Progressive Matrices andVocabulary Scales. Sections 1-7 with 3 Research Supplements. San Antonio, TX: HarcourtAssessment, 1998.394. Revans R.W. ABC of action learning. L., 1998.395. Roll S. Reversibility training and stimulus desirability as factors in compensation ofnumbers // Child Develop. 1970. Vol. 41.
N 2. P. 501—507.396. Rosental T.L., Zimmerman B.J. Modeling by exemplification and instruction in trainingconservation // Developmental psychology. 1972. N 6. P. 392-401.397. Rosental T.L., Zimmerman B.J. Social Learning and cognition. New-York: AcademicPress, 1978. 388 p.398. Scriven M. Reasoning. N.Y., 1976.399. Selz O. Zur Psychologie des produktiven Denkens und des Irrtums: eine experimentelleUntersuchung. Bonn: Cohen, 1922. 688 p.400. Selz O.
Die Gesetze der productive und reproductive Geistestätigkeit. Bonn: Cohen,1924.401. Sheffield F.D. Theoretical considerations in the learning of complex sequential tasksfrom demonstration and practice // A.A.Lumsdaine (Ed.) Student Response in ProgrammedInstruction. Washington, DC: National Academy of Science-National Research Council, 1961. P.13-32.402.
Sheppard J.L. Compensation and combinatorial systems in the acquisition andgeneralization of conservation // Child Development. 1974. Vol. 45. N 3. P. 717-730.403. Siegler R.S, Liebert R.M. Effects of presenting relevant rules and complete feedback onthe conservation of liquid quantity task // Developmental Psychology. 1972. 7 (2). P.
133-138.404. Skinner В.F. Science and human behavior. New York: Macmillan, 1953. 461 p.405. Smedslund J. Piaget’s psychology in practice // Brit. J. of Educational Psychology.1977. Vol. 47. N 1. P. 3—9.407406. Smedslund J. The acquisition of conservation of substance and weight in children. I-VI// Scand.
J. of Psychol. 1961. Vol. 2.407. Sullivan E.V. The acquisition of conservation of substance through film-mediatedmodels // D.W.Brison, E.V. Sullivan (Eds.) Recent Research on the Acquisition of Conservationof Substance. Education Monograph. Toronto: Ontario Institute for studies in Education, 1967.P. 53-72.408. Valentine C.W. The psychology of imitation with special reference to early childhood //British Journal of Psychology.
1930. N 21. P. 105-132.409. Waghorn L., Sullivan E.V. The exploration of transition rules in conservation ofquantity (substance) using film mediated modeling // Acta Psychologica. 1970. Vol. 32. P. 65—80.410. Weinert F.E. Concept of competence: a conceptual clarification // Rychen D.S.,Salganik L.H. (eds). Defining and selecting key competencies. Seattle: Hogrefe & HuberPublishers, 2001. P. 45–65.411. Wimmer H., Perner J. Beliefs about beliefs: Representation and constraining function ofwrong beliefs in young children's understanding of deception // Cognition. 1983. Vol. 13.
![](https://s.studizba.com/z.php?f=/templates/si/i/noavatar.png&w=100&h=100&t=1"){kind=avatar}
