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Books on the topic 'Representational development'

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Author: Grafiati

Published: 9 March 2023

Last updated: 10 March 2023

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1

1972-, Seely Scott, ed. Effective REST services via .NET: For .NET Framework 3.5. Upper Saddle River, NJ: Addison-Wesley, 2009.

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2

Chaplin, Stephen John. Building graphic confidence: The impact of process analysis and video-feedback on the development of representational imagery in children's drawings. Leicester: Leicester Polytechnic, 1989.

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3

Burke, Bill. RESTful Java with JAX-RS. Beijing: O'Reilly, 2010.

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4

REST API design rulebook. Sebastopol, CA: O'Reilly Media, 2011.

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5

Slaughter, Virginia, and Celia A. Brownell, eds. Early Development of Body Representations. Cambridge: Cambridge University Press, 2011. http://dx.doi.org/10.1017/cbo9781139019484.

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Early development of body representations. Cambridge: Cambridge University Press, 2011.

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7

Martsinkovsky, Alex, Gordana Todorov, and Kiyoshi Igusa, eds. Recent Developments in Representation Theory. Providence, Rhode Island: American Mathematical Society, 2016. http://dx.doi.org/10.1090/conm/673.

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8

Gerard, Duveen, Lloyd Barbara B. 1933-, and British Psychological Society Conference, eds. Social representations and the development of knowledge. Cambridge [England]: Cambridge University Press, 1990.

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9

E, Sigel Irving, ed. Development of mental representation: Theories and applications. Mahwah, NJ: L. Erlbaum Associates, 1999.

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10

Practical REST on Rails 2 projects. Berkeley, CA: Apress, 2008.

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11

Doherty, Meghan C. Engraving Accuracy in Early Modern England. Nieuwe Prinsengracht 89 1018 VR Amsterdam Nederland: Amsterdam University Press, 2022. http://dx.doi.org/10.5117/9789463721066.

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The book traces major concepts including: the creation of the visual effects of accuracy through careful action and training; the development of visual judgment and connoisseurship; the role of a network in the production of knowledge; balancing readers’ expectations with representational conventions; and the effects of acts of collecting on the creation and circulation of knowledge. On the one hand, this study uncovers that approaches to knowledge production were different in the seventeenth century, as compared with in the twenty-first century. On the other, it reveals how the early modern struggle to sort through an overwhelming quantity of visual information - brought on by major changes in image production and circulation - resonates with our own.

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12

Atanassov, Krassimir T., Oscar Castillo, Janusz Kacprzyk, Maciej Krawczak, Patricia Melin, Sotir Sotirov, Evdokia Sotirova, Eulalia Szmidt, Guy De Tré, and Sławomir Zadrożny, eds. Novel Developments in Uncertainty Representation and Processing. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-26211-6.

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13

Chris, Pratt, and Garton Alison 1950-, eds. Systems of representation in children: Development and use. Chichester: J. Wiley & Sons, 1993.

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14

Butler, Anne C. L. Developmental changes in children's representation of number. Ottawa: National Library of Canada = Bibliothèque nationale du Canada, 1991.

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15

Stanley, Cohen, ed. Representations of global poverty: Aid, development and international NGOs. London: I.B. Tauris, 2012.

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16

H, Freeman Norman, and Cox M. V, eds. Visual order: The nature and development of pictorial representation. Cambridge [Cambridgeshire]: Cambridge University Press, 1985.

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17

Kriemild, Saunders, ed. Feminist post-development thought: Rethinking modernity, post-colonialism & representation. London: Zed Books, 2002.

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18

Newcombe, Nora. Making space: The development of spatial representation and reasoning. Cambridge, Mass: MIT Press, 2000.

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19

R, Schiffer Stephen, and Steele Susan, eds. Cognition and representation. Boulder, Colo: Westview Press, 1988.

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20

Misra, Kailash, Daniel Nakano, and Brian Parshall, eds. Recent Developments in Lie Algebras, Groups and Representation Theory. Providence, Rhode Island: American Mathematical Society, 2012. http://dx.doi.org/10.1090/pspum/086.

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21

Kamawar, Deepthi. Children's development of a representational theory of language. 1996.

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22

Rochat, Philippe. Self-Conceptualizing in Development. Edited by Philip David Zelazo. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780199958474.013.0015.

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What constitutes self-concept? Current developmental literature suggests that there are different layers of meaning attached to self-concept and self-experience. Three distinct basic layers are discussed: theminimal self, theobjectified self, and thepersonified self. These layers emerge and accumulate successively in child development. Each corresponds to specific levels of representational complexities that accumulate “like onion layers” in an orderly fashion between birth and approximately 10 to12 years of age, the developmental span considered here. This development is part of a general meaning-making construction of whatconstitutesselfhood (what it is made of). It illuminates the representational content and what the notion of self is referring to in development, from birth and in the course of infancy, when children start to recognize themselves in mirrors by their second birthday, show embarrassment, refer to themselves by using personal pronouns and adjectives such asI,me, ormine!, but also start to express righteousness and prejudice toward others.

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23

Astington, Janet Wilde, and Claire Hughes. Theory of Mind. Edited by Philip David Zelazo. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780199958474.013.0016.

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The chapter begins with an explanation of key foundational concepts in theory of mind, such as mental representation and false belief. We then discuss the history and current broad scope of the term, proposing a developmental-componential view that incorporates intuitive and reflective aspects of theory of mind. We continue with a comprehensive description of the developmental progression of theory of mind: from infants’ intuitive understanding of ordinary actions as reflecting others’ attention and intentions, through toddlers’ appreciation of world-inconsistent goals and preschool developments in understanding representational mental states, to school-age children’s mastery of an interpretative and complex theory of mind. We consideren passantindividual differences in development, as well as atypical development, such as in autism. Finally, new directions for research are explored, in the areas of neurology, education, and deontic reasoning.

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24

REST in Practice. Shroff Publishers & Distributors Pvt. Ltd., 2010.

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25

McCormick, Joan Boerschig. Screening cognitive development through evaluation of human figure drawings according to a representational space scoring system and the Goodenough-Harris scoring system. 1988.

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26

Screening cognitive development through evaluation of human figure drawings according to a representational space scoring system and the Goodenough-Harris scoring system. Thesis, 1988.

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27

Burke, Bill. RESTful Java with JAX-RS. O'Reilly Media, Incorporated, 2009.

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28

Lewis, David, Dennis Rodgers, and Michael Woolcock, eds. New Mediums, Better Messages? Oxford University PressOxford, 2022. http://dx.doi.org/10.1093/oso/9780198858751.001.0001.

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Abstract The notion of development influences and is influenced by all aspects of human life. Social science is but one representational option among many for conveying the myriad ways in which development is conceived, encountered, experienced, justified, courted, and/or resisted by different groups at particular times and places. This wide-ranging collection from a diverse group of academic and non-academic authors engages with the broad field of development through twelve chapters that deal with music, theatre, fiction, photography, festivals, computer games, the arts, blogging, and other media. It explores three broad areas of alternative forms of knowledge about development, organized around the three themes of ‘translation’, ‘advocacy’, and ‘engagement’. The first of these is concerned with how popular representations of development can successfully compete with and complement formal social scientific representations; the second relates to the politics of popular representations of development, and the way that popular productions shape debates; and the third asks whether popular representations of development can generate alternative critiques that allow for the articulation of views that would be unacceptable to more orthodox means.

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29

Resourceoriented Architecture Patterns For Webs Of Data. Morgan & Claypool, 2013.

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30

Sletten, Brian. Resource-Oriented Architecture Patterns for Webs of Data: An Introduction to PROV. Springer International Publishing AG, 2022.

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31

Sletten, Brian. Resource-Oriented Architecture Patterns for Webs of Data. Springer International Publishing AG, 2013.

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32

Sletten, Brian. Resource-Oriented Architecture Patterns for Webs of Data. Morgan & Claypool Publishers, 2013.

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33

Ünal, Ercenur, and Anna Papafragou. The relation between language and mental state reasoning. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198789710.003.0008.

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This chapter discusses how children’s conceptual representations of the mind make contact with language. It focuses on two domains: the understanding of the conditions that lead to knowledge, and the ability to attribute knowledge to oneself and others. Specifically, it asks whether language provides the representational resources necessary for representing mental states and whether cross-linguistic differences in encoding of mental states influence sensitivity to the features that distinguish the conditions that allow people to gain knowledge. Empirical findings in these domains strongly suggest that language scaffolds the development of these cognitive abilities without altering the underlying conceptual representations of mental states.

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34

Restlet In Action Developing Restful Web Apis In Java. Manning Publications, 2012.

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35

Lewis, David. Popular Representations of Development. Routledge, 2014. http://dx.doi.org/10.4324/9780203553244.

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36

Amundsen, Michael. RESTful Web APIs: Services for a Changing World. O'Reilly Media, 2013.

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37

Slaughter, Virginia, and Celia A. Brownell. Early Development of Body Representations. Cambridge University Press, 2012.

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38

Slaughter, Virginia, and Celia A. Brownell. Early Development of Body Representations. Cambridge University Press, 2011.

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39

Slaughter, Virginia, and Celia A. Brownell. Early Development of Body Representations. Cambridge University Press, 2011.

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40

Slaughter, Virginia, and Celia A. Brownell. Early Development of Body Representations. Cambridge University Press, 2011.

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41

Slaughter, Virginia. Early Development of Body Representations. Cambridge University Press, 2013.

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42

Sweet, Jonathan, and Meghan Kelly. Museum Development and Cultural Representation. Routledge, 2018. http://dx.doi.org/10.4324/9780203702222.

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43

Sweet, Jonathan, and Meghan Kelly. Museum Development and Cultural Representation. Taylor & Francis Group, 2020.

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44

Museum Development and Cultural Representation. Taylor & Francis Group, 2018.

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45

Martsinkovsky, Alex, Gordana Todorov, and Kiyoshi Igusa. Recent Developments in Representation Theory. American Mathematical Society, 2016.

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46

1941-, Ammaniti Massimo, and Stern Daniel N, eds. Psychoanalysis and development: Representations and narratives. New York: New York University Press, 1994.

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47

Di Paolo, Ezequiel, Thomas Buhrmann, and Xabier Barandiaran. Sensorimotor Life. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780198786849.001.0001.

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This book elaborates a series of contributions to a non–representational theory of action and perception. It is based on current theoretical developments in the enactive approach to life and mind. These enactive ideas are applied and extended to provide a theoretically rich, naturalistic account of sensorimotor meaning and agency. This account supplies non–representational extensions to the sensorimotor approach to perceptual experience based on the notion of the living body as a self–organizing dynamic system in coupling with the environment. The enactive perspective entails the use of world–involving explanations, in which processes external to an agent co–constitute mental phenomena in ways that cannot be reduced to the supply of information for internal processing. These contributions to sensorimotor theories are a dynamical–systems description of different types of sensorimotor regularities or sensorimotor contingencies, a dynamical interpretation of Piaget's theory of equilibration to ground the concept of sensorimotor mastery, and a theory of agency as organized networks of sensorimotor schemes, with its implications for sensorimotor subjectivity. New tools are provided for examining the organization, development, and operation of networks of sensorimotor schemes that compose regional activities and genres of action with their own situated norms. This permits the exploration of new explanations for the phenomenology of agency experience that are favorably contrasted with traditional computational approaches and lead to new empirical predictions. From these proposals, capabilities once beyond the reach of enactive explanations, such as the possibility of virtual actions and the adoption of socially mediated abstract perceptual attitudes, can be addressed.

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48

Childhood Creativity And Representation. American University in Cairo Press, 2008.

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49

Tissandier, Alex. Affirming Divergence. Edinburgh University Press, 2018. http://dx.doi.org/10.3366/edinburgh/9781474417747.001.0001.

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Leibniz is a constant, but often overlooked, presence in Deleuze’s philosophy. This book explains three key moments in Deleuze’s philosophical development through the lens of his engagement with Leibniz. In doing so it hopes to offer a focused framework for understanding some of the most difficult aspects of Deleuze’s philosophy. Part One examines Deleuze’s account of the “anti-Cartesian reaction” of Spinoza and Leibniz which culminates in their two competing theories of expression. It argues that in some key respects Deleuze favours Leibniz’s interpretation of this key concept over Spinoza’s. Part Two looks at Deleuze’s critique of representation and his attempt to create a theory of difference that will underlie, rather than rely upon, conceptual opposition. It examines the crucial role played by the Leibnizian concepts of incompossibility and divergence in Deleuze’s theory of ‘vice-diction’, created in order to offer a sub-representational, or pre-individual, substitute for Hegelian contradiction. Part Three looks in detail at one of Deleuze’s last major works, The Fold. It argues for Leibniz’s central place in this text, and shows how Deleuze uses concepts from across Leibniz’s philosophy and mathematics as a framework to articulate a systematic account of his own mature philosophy.

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50

Duveen, Gerard, and Barbara Lloyd, eds. Social Representations and the Development of Knowledge. Cambridge University Press, 1990. http://dx.doi.org/10.1017/cbo9780511659874.

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