Event knowledge structure function von nelson katherine (8 Ergebnisse)

Zustand: Good. Your purchase helps support Sri Lankan Children's Charity 'The Rainbow Centre'. Ex-library, so some stamps and wear, but in good overall condition. Our donations to The Rainbow Centre have helped provide an education and a safe haven to hundreds of children who live in appalling conditions.…

Hardcover. Zustand: Bon. Edition 1986. Ammareal reverse jusqu'à 15% du prix net de cet article à des organisations caritatives. ENGLISH DESCRIPTION Book Condition: Used, Good. Edition 1986. Ammareal gives back up to 15% of this item's net price to charity organizations.

Zustand: Fair. This is an ex-library book and may have the usual library/used-book markings inside.This book has hardback covers. Book contains pencil markings. In fair condition, suitable as a study copy. No dust jacket. Please note the Image in this listing is a stock photo and may not match the covers of the actual item,650grams, ISBN:0898596572.…

8°, blauer Org.-Leinen. Zustand: Gut. XI, 277 S.; Sauberes Exemplar ohne Einträge. Sprache: Englisch Gewicht in Gramm: 800.

Zustand: New.

Zustand: New. 2026. 1st Edition. hardcover. . . . . . Books ship from the US and Ireland.

Hardcover. Zustand: Brand New. 294 pages. 9.18x6.12x9.45 inches. In Stock.

Buch. Zustand: Neu. Neuware - Originally published in 1986, Event Knowledge: Structure and Function in Development was first undertaken because the authors were interested in certain phenomena of cognitive development in early childhood. In particular, they were struck by the discrepancy between young children's apparent competence in everyday activities and their apparent incompetence on certain cognitive tasks. The research was designed in an attempt to identify the basis for children's competence in everyday life. It evolved into an effort to find links between the everyday and the experimental realms, the hope that they could explain both the successes in one and failures in the other.Based on initial concerns and assumptions, the program of research described here was designed to explore how young children's knowledge of their everyday world - its spatial-temporal structure, the people and objects that occupy it, and their activities - is organized and used, both in practical tasks and in abstract thinking. The approach was novel and it was hoped it would provide the foundation for a new approach to a theory of cognitive development. Today it can be read in its historical context.…