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LEADER 00000cam  2200601Ia 4500 
001    ocn755040540 
003    OCoLC 
005    20210811014314.0 
006    m     o  d         
007    cr ||||||||||| 
008    110929s1932    nyu     ob    000 0 eng d 
019    762275109|a989169751|a1001707620|a1003409840|a1006137863
035    (OCoLC)755040540|z(OCoLC)762275109|z(OCoLC)989169751
042    dlr 
049    STJJ 
050  4 LB1115|b.J4 1932 
082 04 136.7|bJ487tr 
100 1  Jersild, Arthur T.|q(Arthur Thomas),|d1902-1994. 
245 10 Training and growth in the development of children :|ba 
       study of the relative influence of learning and 
264  1 New York City :|bTeachers College, Columbia University,
300    1 online resource (ix, 73 pages). 
336    text|btxt|2rdacontent 
337    computer|bc|2rdamedia 
338    online resource|bcr|2rdacarrier 
490 1  Child development monographs. Monographs ;|vno. 10 
504    Includes bibliographical references. 
506    |3Use copy|fRestrictions unspecified|2star|5MiAaHDL 
520    "The primary concern of any practitioner who deals with 
       children is to understand the factors that determine the 
       development of children. These factors can be divided into
       those which are inherent in the organic make-up of the 
       individual and those which surround but are outside him. 
       The interaction of these two, heredity and environment, 
       constitute the determiners of individual development. 
       Scientific study in all areas is constantly at work 
       endeavoring to understand how this interaction takes place
       and how much each group of factors (inherited or 
       environmental) determine development. Thus, medicine 
       studies physiological functioning and disease; 
       nutritionists study food composition and metabolism; the 
       psychologist and educator study learning and maturation. 
       The series of studies reported in this monograph were 
       undertaken in an effort to contribute to our understanding
       of the role of training or practice in relation to 
       maturation in determining the ability of children. The 
       peculiar merits of the studies in this monograph lie in 
       the fact that seven different performances were studied 
       under similar experimental conditions with more than two 
       hundred children, ranging in age from two to eleven years.
       This similarity of procedure has made possible comparisons
       of the relative influence of training and maturation on 
       such widely differing performances as color naming, 
       tapping, and singing. They indicate types of activities 
       wherein training and guidance are effective at certain 
       ages and other types of activity where training seems 
       ineffective"--Foreword. (PsycINFO Database Record (c) 2010
       APA, all rights reserved). 
533    Electronic reproduction.|b[S.l.] :|cHathiTrust Digital 
538    Master and use copy. Digital master created according to 
       Benchmark for Faithful Digital Reproductions of Monographs
       and Serials, Version 1. Digital Library Federation, 
       December 2002.|u
583 1  digitized|c2011|hHathiTrust Digital Library|lcommitted to 
588 0  Print version record. 
650  0 Child development. 
650  0 Child psychology. 
650  0 Psychophysiology. 
650  0 Learning, Psychology of. 
650  2 Psychophysiology.|0(DNLM)D011603 
650  2 Child Development.|0(DNLM)D002657 
650  7 Learning, Psychology of.|2fast|0(OCoLC)fst00995009 
650  7 Psychophysiology.|2fast|0(OCoLC)fst01081674 
700 1  Bennett, Wilhelmina,|eauthor. 
700 1  Bush, Ruth A.,|eauthor. 
700 1  Ortleb, Ruth,|eauthor. 
700 1  Bielstock, Sylvia Feldman,|cMrs,|eauthor. 
710 2  Columbia University.|bTeachers College.|bChild Development
773 0  |tPsycBOOKS (EBSCO)|dEBSCO 
776 08 |iPrint version:|aJersild, Arthur T. (Arthur Thomas), 1902
       -1994.|tTraining and growth in the development of 
       children.|dNew York City, Teachers College, Columbia 
       University, 1932|w(OCoLC)1409455 
830  0 Child development monographs ;|vmonograph no. 10. 
994    C0|bSTJ 
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