About the Book
For courses in cognitive development.
Practical implications of the study of children's thinking and development The mysteries of children's thought processes have traditionally been a mystery to adults; until recently, with the development of revealing experimental methods.
Children's Thinking aims to shine a light on the thoughts and perceptions of children using major research findings and cutting-edge theories on children's thinking development. The text examines the change process through which development occurs, from infancy to adolescence, and the changes in conceptual understanding, language, memory, perception, and problem-solving that mark cognitive development. The heavily updated
5th Edition includes chapter restructuring and reorganization, new materials and selections, and more.
About the Author: About our authors
Robert Siegler is Schiff Foundations Professor of Psychology and Education in the Department of Human Development, at Teachers College, Columbia University. Dr. Siegler's research focuses on how children learn mathematics and how theoretical understanding of mathematical development can be applied to improving children's learning.
He has written 11 books, edited 6 others, and authored more than 250 articles, monographs and book chapters. His books have been translated into French, German, Chinese, Japanese, Korean, Portuguese, Spanish, Hebrew and Greek. Dr. Siegler's contributions have been honored in many ways, including being chosen for the American Psychological Association's Distinguished Scientific Contribution Award in 2005, elected to the National Academy of Education in 2010, appointed Director of the Siegler Center for Innovative Learning at Beijing Normal University in 2012, elected to the Society of Experimental Psychologists in 2015 and honored by his students and colleagues with an hommage in Aix en Provence, France, in 2016. He has presented keynote addresses at over 30 conferences in more than 20 countries.
Martha W. Alibali is Vilas Distinguished Achievement Professor in the Departments of Psychology and Educational Psychology at the University of Wisconsin-Madison. Her research investigates processes of knowledge change in cognitive development and mathematics learning. She also conducts basic research on gestures and on communication processes in instructional settings.
She has authored more than 100 research articles and edited 2 books. She collaborates with scholars from a wide range of fields, including mathematics education, educational psychology, computer science and communicative disorders. Her contributions have been recognized with the Robert L. Fantz Memorial Award from the American Psychological Foundation and the Friedrich Wilhelm Bessel Research Prize from the Alexander von Humboldt Foundation.
