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Title Core knowledge and conceptual change / edited by David Barner, Andrew Scott Baron.
Imprint New York : Oxford University Press, 2016.

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Series Oxford series in cognitive development
Oxford series in cognitive development.
Subject Cognitive psychology.
Thought and thinking.
Developmental psychology.
Language acquisition.
Social perception.
Psychology, Developmental.
Language Development.
Social Perception.
Alt Name Barner, David,
Baron, Andrew Scott,
Ohio Library and Information Network.
Description 1 online resource.
Access Available to OhioLINK libraries.
Bibliography Note Includes bibliographical references and index.
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.
Note Description based on print version record and CIP data provided by publisher; resource not viewed.
ISBN 9780190467647 (electronic bk.)
0190467649 (electronic bk.)
9780190467630 (hardcover : alk. paper)
0190467630 (hardcover : alk. paper)
OCLC # 946277509
Additional Format Print version: Core knowledge and conceptual change New York : Oxford University Press, 2016 9780190467630 (DLC) 2016014527

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