Joan Lucariello
Biographic Data
| ID | 4860778 |
|---|---|
| NAME | Joan Lucariello |
| GIVEN NAMES | Joan |
| FAMILY NAME | Lucariello |
| SIGNATURE | LUCARIELLO J |
| AFFILIATIONS | The Graduate Center, CUNY |
| VERIFIED | No |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 11 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1985 |
| LATEST PUBLICATION YEAR | 2016 |
| H-INDEX | 2 |
This Issue
Top 20 Psychological Principles for PK-12 Education
This article describes an initiative undertaken by a coalition of psychologists (Coalition for Psychology in Schools and Education) from the American Psychological Association (APA) to identify the top 20 principles from psychological science relevant to teaching and learning in the classroom. This article identifies these principles and their basis in psychological science. In addition, it articulates each principle's relevance to teaching pract…
Mind, Culture, Person
From the 1960s to the present, four distinct cultural psychologies have evolved. The ‘mind and culture’ account, typifying research until the 1970s, treated culture and cognition as separable. Mind was regarded as a set of logical-scientific, abstract cognitive abilities, and the effect of cultural variables such as schooling on these abilities was examined. Subsequent cultural psychologies came to treat mind and culture as inseparable. The ‘mind…
Contents Vol. 50, 2007
‘Macro-Cultural Psychology’ Is Only Part of the Story
Narrative, yes
Narrative, yes
Concept formation and its relation to word learning and use in the second year
Developmental differences in object word learning and use were investigated. Two groups of infant speakers: Beginner (vocabularies under 50 words) and Advanced (vocabularies over 50 words), participated in a concept formation and word learning and generalization experiment. Results indicated that both speaker groups formed concepts of and learned words for the to-be-learned objects, and generalized these words. However, Advanced speakers learned …
Remembering and planning talk between mothers and children
Three aspects of temporally displaced (TD) talk between mothers and children were explored: the role of the knowledge base in such talk, the effect of mother talk on child talk, and the impact of such talk on the child's knowledge base. Mother‐child (2‐year‐old) speech was observed in three contexts: (a) routine or scripted; (b) free play; and (c) novel play. Such talk occurred almost exclusively in the scripted context and its topics were predom…
Context effects on lexical specificity in maternal and child discourse
Mother–child (two-year-old) object labelling was studied in three natural discourse settings: (1) routine, caretaking; (2) free play; and (3) novel. Object labelling was found to be considerably more varied in these natural discourse settings than in experimental situations. While basic level tokens predominated in the free play context, they were significantly less prevalent in the routine and novel contexts. Additionally, subordinate level term…
Slot-filler categories as memory organizers for young children
Slot-filler categories as memory organizers for young children
Remembering and planning talk between mothers and children
Three aspects of temporally displaced (TD) talk between mothers and children were explored: the role of the knowledge base in such talk, the effect of mother talk on child talk, and the impact of such talk on the child's knowledge base. Mother‐child (2‐year‐old) speech was observed in three contexts: (a) routine or scripted; (b) free play; and (c) novel play. Such talk occurred almost exclusively in the scripted context and its topics were predom…
Slot-filler categories as memory organizers for young children
Context effects on lexical specificity in maternal and child discourse
Mother–child (two-year-old) object labelling was studied in three natural discourse settings: (1) routine, caretaking; (2) free play; and (3) novel. Object labelling was found to be considerably more varied in these natural discourse settings than in experimental situations. While basic level tokens predominated in the free play context, they were significantly less prevalent in the routine and novel contexts. Additionally, subordinate level term…
Concept formation and its relation to word learning and use in the second year
Developmental differences in object word learning and use were investigated. Two groups of infant speakers: Beginner (vocabularies under 50 words) and Advanced (vocabularies over 50 words), participated in a concept formation and word learning and generalization experiment. Results indicated that both speaker groups formed concepts of and learned words for the to-be-learned objects, and generalized these words. However, Advanced speakers learned …
Remembering and planning talk between mothers and children
Three aspects of temporally displaced (TD) talk between mothers and children were explored: the role of the knowledge base in such talk, the effect of mother talk on child talk, and the impact of such talk on the child's knowledge base. Mother‐child (2‐year‐old) speech was observed in three contexts: (a) routine or scripted; (b) free play; and (c) novel play. Such talk occurred almost exclusively in the scripted context and its topics were predom…
Narrative, yes
Narrative, yes
Contents Vol. 50, 2007
‘Macro-Cultural Psychology’ Is Only Part of the Story
Mind, Culture, Person
From the 1960s to the present, four distinct cultural psychologies have evolved. The ‘mind and culture’ account, typifying research until the 1970s, treated culture and cognition as separable. Mind was regarded as a set of logical-scientific, abstract cognitive abilities, and the effect of cultural variables such as schooling on these abilities was examined. Subsequent cultural psychologies came to treat mind and culture as inseparable. The ‘mind…
This Issue
Top 20 Psychological Principles for PK-12 Education
This article describes an initiative undertaken by a coalition of psychologists (Coalition for Psychology in Schools and Education) from the American Psychological Association (APA) to identify the top 20 principles from psychological science relevant to teaching and learning in the classroom. This article identifies these principles and their basis in psychological science. In addition, it articulates each principle's relevance to teaching pract…
Psychology (11 works) · Cognitive psychology (7 works) · Child and Animal Learning Development (4 works) · Developmental psychology (4 works) · Linguistics (4 works) · Mathematics education (3 works) · Philosophy (3 works) · Psychotherapist (3 works) · Social Psychology (3 works) · Sociology (3 works)