Description |
1 online resource |
Series |
Oxford series in cognitive development |
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Oxford series in cognitive development.
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Contents |
Acknowledgements -- Introduction -- An introduction to core knowledge and conceptual change / JESSE SNEDEKER, DAVID BARNER & ANDREW SCOTT BARON -- Processes of conceptual change -- Some preliminary thoughts on a rational constructivist approach to cognitive development : primitives, symbols, learning, and thinking / FEI XU -- How is conceptual change possible? : insights from science education / MARIANNE WISER & CAROL L. SMITH -- Bundles of contradiction : a coexistence view of conceptual change / ANDREW SHTULMAN & TANIA LOMBROZO -- Conceptual change : where domain-specific learning mechanisms meet domain-general cognitive resources / DEBORAH ZAITCHIK, GREGG E.A. SOLOMON, NATHAN TARDIFF, & IGOR BASCANDZIEV -- Surprise enhances early learning / LISA FEIGENSON -- Abstract concepts -- Inferring number, time, and color concepts from core knowledge and linguistic structure / KATIE WAGNER, KATHARINE TILLMAN, & DAVID BARNER -- Different faces of language in numerical development : exact number and individuation / SUSAN LEVINE & RENEE BAILLARGEON -- How numbers are like the earth (and unlike faces, loitering or knitting) / BARBARA SARNECKA -- Epistemic limitations and precise estimates in analog magnitude representation / JUSTIN HALBERDA -- A framework for frames of reference / ANNA SHUSTERMAN & PEGGY LI -- Linguistic structure -- Mechanisms for thinking about kinds, instances of kinds, and kinds of things / SANDEEP PRASADA -- Concepts as explanatory structures : evidence from word learning and the development of lexical flexibility / MAHESH SRINIVASAN -- Conceptualizing the event : the relationship between infants? representations and linguistic organization / LAURA LAKUSTA & LAURA WAGNER -- When children don't say what they know : syntax acquisition and executive function / VIRGINIA VALIAN -- Social and moral cognition -- Core knowledge and conceptual change : a perspective on social cognition / ELIZABETH S. SPELKE -- Is false belief understanding continuous from infancy to preschool age? / BEATE SODIAN -- What neuroscience can reveal about cognition and its origins? / AMY SKERRY & REBECCA SAXE -- What develops in moral development? / PAUL BLOOM & KAREN WYNN -- Developmental origins of social group preferences / ANDREW SCOTT BARON, YARROW DUNHAM, & ANTHEA PUN -- Index |
Summary |
Are humans born good? Or do children learn to be moral? Where do concepts like ""democracy"" and ""atom"" come from? This volume documents ground-breaking answers to these questions from developmental psychology, including new science on language, morality, causal explanation, and children's understanding of time, numbers, and other minds |
Bibliography |
Includes bibliographical references and index |
Notes |
Print version record and CIP data provided by publisher; resource not viewed |
Subject |
Cognitive psychology.
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Thought and thinking.
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Developmental psychology.
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Language acquisition.
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Social perception.
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Cognition.
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Cognition
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Psychology, Developmental
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Language Development
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Social Perception
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Thinking
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thinking.
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cognition.
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PSYCHOLOGY -- Cognitive Psychology.
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SCIENCE -- Cognitive Science.
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Cognition
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Cognitive psychology
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Developmental psychology
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Language acquisition
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Social perception
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Thought and thinking
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Form |
Electronic book
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Author |
Barner, David, editor
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Baron, Andrew Scott, editor
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LC no. |
2016017070 |
ISBN |
9780190467647 |
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0190467649 |
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9780190611965 |
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0190611960 |
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