Cover image for How the child's mind develops
How the child's mind develops
Cohen, David, 1946-
Personal Author:
Publication Information:
Hove [England] : Routledge ; New York : Taylor & Francis, [2002]

Physical Description:
ix, 207 pages : illustrations ; 20 cm

Format :


Call Number
Material Type
Home Location
Item Holds
BF723.C5 C6363 2002 Adult Non-Fiction Central Closed Stacks

On Order



* How do we get from helpless baby to knowing, ironic teenager?
* Is cognition a question of learning and environment or heredity?
* What impact do television and computers have on cognitive development?
Cognitive Development - how we learn to think, perceive, remember, talk, reason and learn - is a central topic in the field of psychology. In this highly readable book, David Cohen discusses the key theories, research and controversies that have shaped and informed our knowledge of how the child's mind develops. He shows how the questions and issues that have intrigued psychologists over the past hundred years or so relate to the child growing up in the 21st century.
This book is for everyone who lives with, works with or studies children. Issues such as learning to read and write, performance in the classroom, and measuring intelligence and ability are covered, as are child crime and the development of morality. The effects on cognitive development of social change and increased exposure to television and computers are also discussed.
How the Child's Mind Developsprovides an integrated and thought-provoking account of the central issues in cognitive development. It will provide the professional, parent and student with an invaluable introduction to the development of the mind.

Reviews 1

Choice Review

A British psychologist and filmmaker, Cohen discusses a number of major issues of cognitive development. Though the book provides information about development of thinking and memory from infancy through adolescence, the author does not emphasize research on the very young. Engaging "case studies" and brief research discussions help focus attention on important topics. The approach is topical but the choppy organization--with short sections and paragraphs--makes the narrative difficult to follow. Though this is the second edition of the book (the first appeared in 2002), the author includes few references to work published subsequent to 2000 and he concentrates largely on subjects like Piagetian theory and the development and use of IQ tests. Aside from the obligatory chapter on neural development, there are few allusions to the place of cognitive skills in other developmental contexts; similarly, the back-to-back chapters on moral development and theory of mind are not discussed in relation to each other. The subject-author index is minimal. Though perhaps useful for exam preparation or for a quick review for teachers or parents, this is an inadequate resource for most purposes. Summing Up: Optional. Comprehensive collections serving undergraduates. J. Mercer emerita, Richard Stockton College

Table of Contents

List of illustrationsp. vii
Introductionp. 1
1 The developing brainp. 9
2 The logical child: Piaget's theory of cognitive developmentp. 31
3 Egocentric or social animals? The work of Lev Vygotskyp. 57
4 The development of a moral sensep. 73
5 Other people and other mindsp. 87
6 The development of memoryp. 109
7 Measuring children's cognitive developmentp. 129
8 Nature or nurture?p. 149
9 Cognitive development in the classroom: Reading, writing and arithmeticp. 167
10 Television, toys and the child as consumerp. 183
Referencesp. 193
Indexp. 203