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Originally published in 1974: ‘This book sets forth a theory of cognitive development based on simple but powerful processes of inference. The theory is applied with great ingenuity and freshness to complex phenomena found during intellectual development. Dr Bryant has written an important and original book.'(J.S. Bruner)‘In this elegant, timely and brief volume, Dr Bryant produces strong experimental evidence which not only challenges Piaget's ideas, but even more importantly synthesizes the old and new findings into a newer theory of perceptual development.The importance of this book lies both in its demonstration of elegant experimental techniques in working with young children, and in the optimism it will eventually bring to all concerned with their education. Realizing that children can make deductive inferences at an early age, educators will have to rethink some of their approaches to the teaching of young children. The studies related to the understanding of number have crucial implications for the future teaching of mathematics. This book will cause many people to take fresh thoughts on the subjects here dealt with, and so it can be strongly recommended for all students of child development.'(William Yule, British Journal of Psychiatry)

Discrimination impacts most youth at some point. Almost all children and adolescents belong to at least one stigmatized group, whether they are a Black or Latino boy in school; an immigrant or refugee; a gay, lesbian, or bisexual teen; or a girl in physics class. Discrimination on the basis of race/ethnicity, immigration status, gender, sexual orientation, and gender identity can have long-term academic, psychological, and social repercussions, especially when it is directed at a cognitively developing child or an emotionally vulnerable adolescent. How children and adolescents are impacted by this discrimination depends on their cognitive ability to perceive the bias, the context in which the bias occurs, and resources they have to help cope with the bias. This book details, synthesizes, and analyzes the perception and impact of discrimination in childhood and adolescence across multiple stigmatized social groups to help us better understand the complex phenomenon of discrimination and its long-term consequences. By looking at the similarities and differences in discrimination across all social groups, we can more fully understand its mechanisms of influence. Before we can fully address the persistent achievement gap between White and ethnic minority children, the high rates of suicidal thoughts among LGBT youth, and the underrepresentation of girls in STEM careers, we must first examine the ways in which discrimination influences and is understood by children, with their unique cognitive constraints and within the specific contexts in which they live.

First published in 2006. This work represents an attempt to synthesise studies on the development of perception which Piaget started twenty or so years ago, when the Faculte des Sciences de Geneve appointed him to the Chair of Experimental Psychology and Director of the Psychological Laboratory. Most of the studies to be reported have already appeared in the Archives de Psychologie under the general title of Recherches sur Ie Developpement des Perceptions, however, more than fifteen studies which have not been published and which we shall deal with in the following pages.

Bereits der Fetus - aber noch mehr der Säugling - verfügt über enorm differenzierte Kompetenzen, die ihn als ein menschliches Wesen kennzeichnen, das mit allen Möglichkeiten der Wahrnehmung auf Erfahrungssuche ausgerichtet ist. Dabei stehen die Interaktionen mit seinen Mitmenschen im Vordergrund. Diese Erkenntnisse haben unser Wissen über Präventionsmaßnahmen genauso verändert wie die frühe Diagnostik und Therapie von Eltern und Säuglingen. Alle, die mit Eltern und Säuglingen arbeiten und diese auf ihrem Entwicklungsweg begleiten - Geburtshelfer, Hebammen, Kinderärzte, Krankenschwestern und Pfleger, Psychologen, Sozialarbeiter, Pädagogen, Heilpädagogen, Krankengymnasten, Logopäden, Erzieher, Kinder- und Jugendpsychiater und Psychotherapeuten sowie Seelsorger und Juristen -, bringt dieses Buch auf den neuesten Forschungsstand. Zusätzlich gibt es zahlreiche gut umsetzbare Anregungen für die tägliche Arbeit. Mit Beiträgen von Heidelise Als, Gisa Aschersleben, Joachim Bauer, Joachim Bensel, Niels Birbaumer, Doris Bischof-Köhler, Klas Blomgren, T. Berry Brazelton, Karl Heinz Brisch, Judit Gervai, Maria Hernandez-Reif, Remo Largo, Maria Legerstee, Mechthild Papou'ek, Philippe Rochat, Björn Scheffler u. a.

First published in 1959, Metamorphosis remains one of the great works of developmental psychology of the past century. From his thoughtful meditation on the assumptions of classical Freudian psychoanalysis, among them the pleasure and reality principles, the relations of drive and affect, and the nature and causes of infantile amnesia, Schachtel moves on to profound reflections on the senses considered both in terms of their evolving relation to one another during maturation and as variable ingredients in the perception and cognition of the adult.

A growing body of literature is suggesting that many children with language disorders and delays--even those with so-called specific language impairment--have difficulties in other domains as well. In this pathbreaking book, the authors draw on more than 40 years of research and clinical observations of populations ranging from various groups of children to adults with brain damage to construct a comprehensive model for the development of the interrelated skills involved in language performance, and trace the crucial implications of this model for intervention. Early tactual feedback, they argue, is more critical for the perceptual/cognitive organization of experiences that constitutes a foundation for language development than either visual or auditory input, and the importance of tactually-anchored nonverbal interaction cannot be ignored if efforts at treatment are to be successful. All those professionally involved in work with children and adults with language problems will find the authors'model provocative and useful.

Research on the development of human infants has revealed remarkable capacities in recent years. Instead of stressing the limitations of the newborn, the modern approach is now more optimistically based on an assessment of the adaptive capabilities of the infant. Innate endowment, coupled with interaction with the physical and social environment, enables a developmental transition from processes deeply rooted in early perception and action to the cognitive and language abilities typical of the toddler.; This book reviews a number of issues in early human development. It includes a reconceptualization of the role of perception at the origins of development, a reconciliation of psychophysical and ecological approaches to early face perception, and building bridges between biological and psychological aspects of development in terms of brain structure and function. Topics covered include basic exploratory processes of early visual systems in early perception and action; face perception in newborns, species typical aspects of human communication, imitation, perception of the phonetic structure of speech, origins of the pointing gesture, handedness origins and development, theoretical contributions on perception and cognition, implicit and explicit knowledge in babies; sensory-motor coordination and cognition, information processing and cognition, perception, habituation and the development of intelligence from infancy.

First published in 1987. This book is not intended to be either a comprehensive reference work or a systematic handbook on perception in infancy. Nor is it another published report of a recently held conference. It is a collection of state-of-the-art essays on perception during the first year or so of infant development. Rather than first choosing the topics and then finding experts to write about them the editors first chose the experts and invited them to write about those topics in which we know them to be interested and closely involved. The outcome of this approach is a collection of chapters in which the authors at the same time critically review earlier contributions to the topic, report their own work, identify numerous unresolved problems and key issues, and point out directions for future inquiry. Naturally the emphasis placed on these facets varies markedly with both topic and author. The result is a collection of commentaries that we believe to be comprehensive, informative, interesting, and provocative.