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Childhood Cognitive Development
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Childhood Cognitive Development

Five Volume Set
Edited by:


January 2014 | 1 700 pages | SAGE Publications Ltd
The field of cognitive development is an exciting one that has undergone a revolution in the past generation, with a wealth of new findings, methods and theoretical ideas that transform our understanding of children’s thinking. 

This new SAGE Major Work presents a collection of important papers - both classic and contemporary - that cover key contributions in the area of cognitive development in children, designed to be a touchstone text for scholars, practitioners and educators with an interest in children’s thinking. Although the primary focus is on basic scientific research, each volume also discusses important applied issues, such as role of critical periods in perceptual development, or the implications of cognitive development for learning in academic contexts.

Volume One:  Basic Processes
Volume Two:  Concepts, Categories and Language
Volume Three:  Core Theories
Volume Four: Reasoning, Problem-Solving and Academic Skills
Volume Five:  Context and Culture
 
VOLUME ONE: BASIC PROCESSES
Piaget's Theory Jean Piaget
Perceptual Learning in Development: Some Basic Concepts Eleanor Gibson
Initial Knowledge: Six Suggestions Elizabeth Spelke
Epigenetics and the Biological Definition of Gene X Environment Interactions Michael Meaney
Imitation of Facial and Manual Gestures by Human Neonates Andrew Meltzoff and M. Keith Moore
Visual Perception in the Newborn Infant: Issues and Debates Alan Slater
Superior Detection of Threat-Relevant Stimuli in Infancy Vanessa LoBue and Judy DeLoache
Action Experience Alters 3-Month-Old Infants' Perception of Others' Actions Jessica Sommerville, Amanda Woodward and Amy Needham
The Other-Race Effect Develops during Infancy: Evidence of Perceptual Narrowing David Kelly et al.
Constructing a Past in Infancy: A Neuro-Developmental Account Patricia Bauer
Believing is Seeing: How Rumors Can Engender False Memories in Preschoolers Gabrielle Principe et al.
Mother-Child Conversations about the Past: Relationships of Style and Memory over Time Elaine Reese, Catherine Haden and Robyn Fivush
Developmental Change in Speed of Processing during Childhood and Adolescence Robert Kail
An Age-Related Dissociation Between Knowing Rules and Using Them Philip David Zelazo, Douglas Frye and Tanja Rapus
Preschool Program Improves Cognitive Control Adele Diamond
Developing Human Brain Functions Mark Johnson
Beyond What Develops When: Neuroimaging May Inform How Cognition Changes with Development Dima Amso and B.Casey
The Adolescent Brain B. Casey, Sarah Getz and Adriana Galvan
 
VOLUME TWO: CONCEPTS, CATEGORIES, AND LANGUAGE
Possible Stages in the Evolution of the Language Capacity Ray Jackendoff
Children Creating Core Properties of Language: Evidence from an Emerging Sign Language in Nicaragua Ann Senghas et al.
Cross-Language Speech Perception: Evidence for Perceptual Reorganization during the First Year of Life Janet Werker and Richard Tees
Statistical Learning in 8-Month-Old Infants Jenny Saffran, Richard Aslin and Elissa Newport
Word Learning as Bayesian Inference Fei Xu and Joshua Tenenbaum
Do Words Facilitate Object Categorization in 9-Month-Old Infants? Marie Balaban and Sandra Waxman
Can Language Restructure Cognition? The Case for Space Asifa Majid et al.
Numerical Cognition without Words: Evidence from Amazonia Peter Gordon
The Importance of Shape in Early Lexical Learning Barbara Landau, Linda Smith and Susan Jones
Infants' Ability To Draw Inferences about Nonobvious Object Properties: Evidence from Exploratory Play Dare Baldwin, Ellen Markman and Riikka Melartin
Detecting Blickets: How Young Children Use Information about Novel Causal Powers in Categorization and Induction Alison Gopnik and David Sobel
Conceptual Influences on Category-Based Induction Susan Gelman and Natalie Davidson
Psychological Essentialism in Children Susan Gelman
Thinking in Categories Or Along a Continuum: Consequences for Children’s Social Judgments Allison Master, Ellen Markman and Carol Dweck
Cultural Transmission of Social Essentialism Marjorie Rhodes, Sarah-Jane Leslie and Christina Tworek
 
VOLUME THREE: CORE THEORIES
First Principles Organize Attention To and Learning about Relevant Data: Number and the Animate-Inanimate Distinction as Examples Rochel Gelman
Mechanisms of Theory Formation in Young Children Alison Gopnik and Laura Schulz
Précis of The Origin of Concepts Susan Carey
The Microgenetic Method: A Direct Means for Studying Cognitive Development Robert Siegler and Kevin Crowley
Object Permanence in 3½- and 4½-Month-Old Infants Renée Baillargeon
Rapid Change in the Symbolic Functioning of Very Young Children Judy DeLoache
Arrows of Time in Early Childhood William Friedman
Young Children's Conception of the Biological World Kayoko Inagaki and Giyoo Hatano
Folkbiology Meets Microbiology: A Study of Conceptual and Behavioral Change Terry Kit-fong Au et al.
Are Children 'Intuitive Theists'? Reasoning about Purpose and Design in Nature Deborah Kelemen
Developing a Theory of Mind Henry Wellman
Baillargeon Do 15-Month-Old Infants Understand False Beliefs? Kristine Onishi et al.
You Can't Always Get What You Want: Infants Understand Failed Goal-Directed Actions Amanda Brandone and Henry Wellman
Spontaneous Theory of Mind and its Absence in Autism Spectrum Disorders Atsushi Senju
Social Evaluation in Preverbal Infants J.Kiley Hamlin, Karen Wynn and Paul Bloom
Accent Trumps Race in Guiding Children's Social Preferences Katherine Kinzler, Kristin Shutts, Jasmine Dejesus and Elizabeth Spelke
 
VOLUME FOUR: REASONING, PROBLEM-SOLVING, AND ACADEMIC SKILLS
Development and Learning Jean Piaget
Problem Solving in Infancy: The Emergence of an Action Plan Michael McCarty, Rachel Clifton and Roberta Collard
Bootstrapping the Mind: Analogical Processes and Symbol Systems Dedre Gentner
Core Systems of Number Lisa Feigenson, Stanislas Dehaene and Elizabeth Spelke
Individual Differences in Non-Verbal Number Acuity Correlate with Maths Achievement Justin Halberda, Michèle Mazzocco, Lisa Feigenson
Mathematics Teaching in the United States Today (And Tomorrow): Results from the TIMSS 1999 Video Study James Hiebert et al.
Indexing Transitional Knowledge Theresa Graham and Michelle Perry
Literacy Growth in the Academic Year Versus Summer from Preschool Through Second Grade: Differential Effects of Schooling Across Four Skills Lori Skibbe
Cross-Cultural Similarities in the Predictors of Reading Acquisition Catherine McBride-Chang, and Robert Kail
The Relation Between Essentialist Beliefs and Evolutionary Reasoning Andrew Shtulman and Laura Schulz
Stereotype Susceptibility in Children: Effects of Identity Activation on Quantitative Performance Nalini Ambady et al.
Preschoolers' Responses to Social Comparisons Involving Relative Failure Marjorie Rhodes and Daniel Brickman
Praise for Intelligence Can Undermine Children's Motivation and Performance Claudia Mueller and Carol Dweck
Subtle Linguistic Cues Affect Children's Motivation Andrei Cimpian
Scientific and Pragmatic Challenges for Bridging Education and Neuroscience Sashank Varma, Bruce McCandliss and Daniel Schwartz
 
VOLUME FIVE: CONTEXT AND CULTURE
Extracts from The Cultural Origins of Human Cognition. Michael Tomasello
Does the Chimpanzee Have a Theory of Mind? 30 Years Later Josep Call and Michael Tomasello
Economic Cognition in Humans and Animals: The Search for Core Mechanisms Laurie Santos and Kelly Hughes
Cognitive Development in Chimpanzees: A Trade-Off Between Memory and Abstraction? Tetsuro Matsuzawa
Trust in Testimony: How Children Learn about Science and Religion Paul Harris and Melissa Koenig
The Hidden Structure of Overimitation Derek Lyons, Andrew Young and Frank Keil
Natural Pedagogy Gergely Csibra and Gyorgy Gergely
The Double-Edged Sword of Pedagogy: Instruction Limits Spontaneous Exploration and Discovery Elizabeth Bonawitz et al.
Weaving Together Culture and Cognition: An Illustration from Madagascar Rita Astuti
The Coexistence of Natural and Supernatural Explanations Across Cultures and Development Cristine Legare et al.
Mexican-Heritage Children's Attention and Learning from Interactions Directed To Others Katie Silva, Maricela Correa-Chávez and Barbara Rogoff
A Developmental Examination of the Conceptual Structure of Animal, Artifact, and Human Social Categories Across Two Cultural Contexts Marjorie Rhodes and Susan Gelman
Parents Explain More Often to Boys Than to Girls during Shared Scientific Thinking Kevin Crowley et al.
Relations Between Temperament and Theory of Mind Development in the United States and China: Biological and Behavioral Correlates of Preschoolers' False-Belief Understanding Jonathan Lane et al.
The Relation Between Individual Differences in Fantasy and Theory of Mind Marjorie Taylor and Stephanie Carlson
A Visit from the Candy Witch: Children’s Belief in a Novel Fantastical Entity Jacqueline Woolley et al.

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Susan Gelman

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ISBN: 9781446272459
£965.00