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Cognition and Action in Skilled Behaviour
This book contains a number of chapters on the control and execution of skilled movements, as well as more general chapters on theoretical issues in skilled performance. The contributors have summarised their most recent research, and general themes and issues are presented in discussion chapters at the end of each section, thus providing a good general summary of the kind of research and theoretical frameworks developing in this area.The first section is concerned with the theoretical issues of programming and co-ordination. Issues raised in the second section are basic to much of the research reviewed in the volume. This section summarises the various theoretical positions in the recent debates on the role of cognitive processes in motor control and the usefulness of the ``psychomotor'' approach, and contains chapters based on individual papers which present relevant empirical findings. The third section deals with the learning and performance of skilled movements, containing papers with practical implications for everyday skills. The final section contains chapters on cognitive processes in skilled performance.
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Impressionist Painting Made Easy
"Each workshop targets an important facet of impressionist painting and provides many top tips for achieving an excellent result." "Throughout this book Colley Whisson's aim is to make successful impressionist painting an attainable goal for more artists so they too can experience the joy of creating stunning paintings filled with light."--BOOK JACKET.
Hearings
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The Monthly Magazine
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Educational Times
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The Psychological Assessment of Reading
Divided into two sections, this useful guide to practice provides discussion of current theory in reading assessment, and comprehensive reviews of the latest tests by experts. Important issues, including screening and dyslexia are discussed.
Parenting Behaviour and Children's Cognitive Development
The association between parents' behaviour and children's cognitive development is at the meeting place of several prominent theories of psychological development and a range of complex methodological and conceptual issues. On the one hand there are theories which argue that the impetus of development is within the child and is largely unaffected by his or her experience of social interaction: on the other are the commonsense experience of parents and educators, and the body of neo-Vygotskian theory, which would see the child's development as profoundly affected by social interaction or even constituted by it. The purpose of this book is to examine theories and evidence carefully in order to...
