Each chapter in this book is written by, and devoted to the original work of a leading researcher in his or her own field. The book presents an integrative approach to the psychological study of time in an attempt to bring to light similarities between bodies of research which have been developed independently within different theoretical frameworks - from Piaget's structuralist-organismic model, to information processing approaches.
The chapters are organized in a life-span perspective, with different chapters focusing on different age-levels. It includes analyses of time perception in infancy, temporal systems in the developing language, time conception, time measurement and time reading in middle childhood and adolescence, as well as various models of time perception in the adult, both normal and abnormal.
A rich concept such as time sheds light on a wide variety of major topics in psychology; the book will be of value to cognitive, developmental and educational psychologists, as well as to psycholinguists.
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Time Concepts in Language and Thought: Filling the Piagetian Void from Two to Five Years
Measuring Time via Counting: The Development of Children's Conceptions of Time as a Quantifiable Dimension
Principles Underlying Time Measurement: The Development of Children's Constraints on Counting Time
Strategy Choices in Children's Time-Telling
Assessing Children's Understanding of Time, Speed and Distance Interrelations
The Representation of Temporal Structure in Children, Adolescents and Adults
Judging the Duration of Time Intervals: A Process of Remembering Segments of Experience
Experiencing and Remembering Time: Affordances, Context, and Cognition
Subjective Time and Attentional Resource Allocation: An Integrated Model of Time Estimation