Attention and Cognitive Development

  • Gordon A. Hale
  • Michael Lewis

Table of contents

  1. Front Matter
    Pages i-xv
  2. Eleanor Gibson, Nancy Rader
    Pages 1-21
  3. Eliane Vurpillot, William A. Ball
    Pages 23-42
  4. Patricia H. Miller
    Pages 97-118
  5. Marcel Kinsbourne, James M. Swanson
    Pages 119-134
  6. Michael Lewis, Nancy Baldini
    Pages 135-172
  7. Virginia I. Douglas, Kenneth G. Peters
    Pages 173-247
  8. James M. Swanson, Marcel Kinsbourne
    Pages 249-274
  9. Tamar Zelniker, Wendell E. Jeffrey
    Pages 275-296
  10. Dorothy Piontkowski, Robert Calfee
    Pages 297-329
  11. Daniel R. Anderson, Linda F. Alwitt, Elizabeth Pugzles Lorch, Stephen R. Levin
    Pages 331-361
  12. Back Matter
    Pages 363-366

About this book

Introduction

"My experience is what I agree to attend to," wrote William James (1890) nearly a century ago in his Principles of Psychology. Although certainly not the first to recognize the importance of attention in man's experience--poets and philosophers throughout history have touched upon the concept in one way or another-James deserves credit for having accorded attention a central role in the systematic study of the mind. With the advancement of psychology since that time, except during the behaviorist digression, the concept of attention has been an integral part of many prominent theories dealing with learning, thinking, and other aspects of cognitive functioning. Indeed, attention is an important determinant of experience from birth throughout development. This has been an implicit assumption underlying our view of cognition since the writings of Charles Darwin (1897) and Wilhelm Preyer (1888) as well as James, all of whom offered provocative insights about the developing child's commerce with the environment. Al­ though systematic research on attention in children was slow to pick up during the early part of this century, interest in the developmental study of attention has expanded enormously in recent years.

Keywords

Action attention cognition information processing learning mind problem solving

Editors and affiliations

  • Gordon A. Hale
    • 1
  • Michael Lewis
    • 2
  1. 1.Psychological Development Research DivisionEducational Testing ServicePrincetonUSA
  2. 2.Institute for the Study of Exceptional ChildrenEducational Testing ServicePrincetonUSA

Bibliographic information

  • DOI https://doi.org/10.1007/978-1-4613-2985-5
  • Copyright Information Springer-Verlag US 1979
  • Publisher Name Springer, Boston, MA
  • eBook Packages Springer Book Archive
  • Print ISBN 978-1-4613-2987-9
  • Online ISBN 978-1-4613-2985-5
  • About this book