000			02859cam a2200385Ma 4500
999			_c3507 _d3507
001			ocn642285606
003			OCoLC
005			20170829114648.0
008			100610r20111983enka b 001 0 eng
015			_aGBB072793 _2bnb
016	7		_a015578058 _2Uk
020			_a9780521176316 _q(pbk.)
020			_a052117631X _q(pbk.)
029	1		_aAU@ _b000050059725
035			_a(OCoLC)642285606
040			_aUKM _beng _cUKM _dBWK _dBWX _dYDXCP _dILU _dOCLCF _dOCLCQ
049			_aTZAA
050		4	_aBF723.C5 _bS88 2011
082	0	4	_a155.422 _222
100	1		_aSugarman, Susan.
245	1	0	_aChildren's early thought : _bdevelopments in classification / _cSusan Sugarman.
250			_a1st pbk. ed.
260			_aCambridge ; _aNew York : _bCambridge University Press, _c2011.
300			_axii, 234 pages : _billustrations ; _c24 cm
500			_aOriginally published: 1983.
504			_aIncludes bibliographical references (pages 227-232) and index.
505	0		_aIntroduction -- General method -- General features of spontaneous spatial constructions -- Class groupings in action: spontaneous serial ordering -- Class grouping in space: spontaneous organization -- Class grouping in space: provoked organization -- Between-class correspondence in action: the spontaneous reproduction of relations -- Between-class correspondence in space: spontaneous organization -- Between-class correspondence in space: provoked organization -- Summary: the organization of two mutually exclusive classes -- Classification by convergent criteria -- A note on seriation -- The verbal marking and coordination of classes and relations -- Conclusion -- Appendix: manipulatory classification in six deaf preschoolers.
520			_a"During the period in which they are learning to talk, as early as the third year, children not only represent their experience, but reflect on and regulate the way in which they do so. They 'structure the way they structure things'. In this book, originally published in 1983, Susan Sugarman has attempted to observe this process at work on input other than speech sounds and to observe its consequences in behaviour other than language production. She finds that children move quickly beyond the ability to relate one thing to to another, to an ability to conceptualize the interrelationships; a major step in the development of reasoning that was overlooked by theorists of cognitive development prior to the publication of this book. The dawn of reasoning coincides with the dawn of language, but one phenomenon is not reducible to the other; each represents a significant advance toward human rationality."--Publisher description.
600			_2on order
650		0	_aCognition in children.
650		0	_aChildren _xLanguage.
650		7	_aChildren _xLanguage. _2fast
650		7	_aCognition in children. _2fast
942			_2lcc _cBOOK