Carol Gibb Harding
Biographic Data
| ID | 6006569 |
|---|---|
| NAME | Carol Gibb Harding |
| GIVEN NAMES | Carol Gibb |
| FAMILY NAME | Harding |
| SIGNATURE | HARDING C G |
| AFFILIATIONS | Loyola University Chicago |
| VERIFIED | No |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 8 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1986 |
| LATEST PUBLICATION YEAR | 2009 |
| H-INDEX | 2 |
Development of the Intention to Communicate
The development of the intention to communicate is examined. The process through which prelanguage infants learn to use communication as a goal is related to the coordination of three dimensions of causal knowledge, i.e., knowledge of means-end relationships, objective causality, and knowledge of causal agents. A development model of intention is proposed which identifies components of intention formation and intentional behavior which develop gr…
A Developmental Model for the Invention of Dilemmas
Given the array of potential behaviors, all actions in life require choices. The essay examines those choices that come to be identified as posing dilemmas. Characteristics of dilemmas are presented providing a framework for a discussion of how the development of thought, through both cognitive construction and social interaction, leads to an interpretation of the meaning of, first, any event involving choices and then, those events identified as…
The relationship of mother–child interaction and the child's development of symbolic play
The extent to which the mother–child interactive relationship either promotes or limits a child's ability to see options or choices in the environment was investigated. It was predicted that this quality of interaction provided primarily by the mother would relate to the child's cognitive development as reflected in his or her level of symbolic play. The level and frequency of symbolic and nonsymbolic play in 30 children, ages 12 to 47 months, we…
Teaching Other People’s Ideas to Other People’s Children
Educational endeavors are enriched by diverse forms of knowledge and experience and, particularly in urban schools, by children and teachers from diverse backgrounds. Although our educational task has always been one of teaching other people’s ideas to other people’s children, we do not necessarily act as if we know this. Recent work in critical pedagogy as well as revised perspectives in traditional disciplines such as psychology can be used in …
Shared minds
The qualitative research method of case study inquiry is employed to investigate different patterns observed in early communicative interactions between two infants and their mothers. These mothers and babies were similar in significant ways: Both mothers were observed to be competent, well-functioning adults and reported no communicative or parenting dysfunction: both infants were evaluated as developing normally in terms of their cognitive leve…
Imaginary Audience Behavior and its Relationship to Operational thought and Social Experience
Little research has been done to test hypotheses generated from Elkind's theory of adolescent egocentrism and its related construct, the imaginary audience. This study used Elkind and Bowen's Imaginary Audience Scale and investigated the relationship of cognitive developmental level and social experience to heightened sensitivity to the existence of an imaginary audience. It was predicted that social experience, as indicated by grade level and tr…
Imaginary Audience Behavior and its Relationship to Operational thought and Social Experience
Little research has been done to test hypotheses generated from Elkind's theory of adolescent egocentrism and its related construct, the imaginary audience. This study used Elkind and Bowen's Imaginary Audience Scale and investigated the relationship of cognitive developmental level and social experience to heightened sensitivity to the existence of an imaginary audience. It was predicted that social experience, as indicated by grade level and tr…
Teaching Other People’s Ideas to Other People’s Children
Educational endeavors are enriched by diverse forms of knowledge and experience and, particularly in urban schools, by children and teachers from diverse backgrounds. Although our educational task has always been one of teaching other people’s ideas to other people’s children, we do not necessarily act as if we know this. Recent work in critical pedagogy as well as revised perspectives in traditional disciplines such as psychology can be used in …
The relationship of mother–child interaction and the child's development of symbolic play
The extent to which the mother–child interactive relationship either promotes or limits a child's ability to see options or choices in the environment was investigated. It was predicted that this quality of interaction provided primarily by the mother would relate to the child's cognitive development as reflected in his or her level of symbolic play. The level and frequency of symbolic and nonsymbolic play in 30 children, ages 12 to 47 months, we…
Imaginary Audience Behavior and its Relationship to Operational thought and Social Experience
Little research has been done to test hypotheses generated from Elkind's theory of adolescent egocentrism and its related construct, the imaginary audience. This study used Elkind and Bowen's Imaginary Audience Scale and investigated the relationship of cognitive developmental level and social experience to heightened sensitivity to the existence of an imaginary audience. It was predicted that social experience, as indicated by grade level and tr…
Shared minds
The qualitative research method of case study inquiry is employed to investigate different patterns observed in early communicative interactions between two infants and their mothers. These mothers and babies were similar in significant ways: Both mothers were observed to be competent, well-functioning adults and reported no communicative or parenting dysfunction: both infants were evaluated as developing normally in terms of their cognitive leve…
Teaching Other People’s Ideas to Other People’s Children
Educational endeavors are enriched by diverse forms of knowledge and experience and, particularly in urban schools, by children and teachers from diverse backgrounds. Although our educational task has always been one of teaching other people’s ideas to other people’s children, we do not necessarily act as if we know this. Recent work in critical pedagogy as well as revised perspectives in traditional disciplines such as psychology can be used in …
The relationship of mother–child interaction and the child's development of symbolic play
The extent to which the mother–child interactive relationship either promotes or limits a child's ability to see options or choices in the environment was investigated. It was predicted that this quality of interaction provided primarily by the mother would relate to the child's cognitive development as reflected in his or her level of symbolic play. The level and frequency of symbolic and nonsymbolic play in 30 children, ages 12 to 47 months, we…
Development of the Intention to Communicate
The development of the intention to communicate is examined. The process through which prelanguage infants learn to use communication as a goal is related to the coordination of three dimensions of causal knowledge, i.e., knowledge of means-end relationships, objective causality, and knowledge of causal agents. A development model of intention is proposed which identifies components of intention formation and intentional behavior which develop gr…
A Developmental Model for the Invention of Dilemmas
Given the array of potential behaviors, all actions in life require choices. The essay examines those choices that come to be identified as posing dilemmas. Characteristics of dilemmas are presented providing a framework for a discussion of how the development of thought, through both cognitive construction and social interaction, leads to an interpretation of the meaning of, first, any event involving choices and then, those events identified as…
Psychology (6 works) · Cognition (4 works) · Developmental psychology (4 works) · Social Psychology (4 works) · Attachment and Relationship Dynamics (2 works) · Child and Adolescent Psychosocial and Emotional Development (2 works) · Cognitive science (2 works) · Process (computing) (2 works) · Association (psychology) (1 works) · Causal model (1 works)