Cognition In Children

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ISBN: 9780863778254 | 0863778259
Cover: Nonspecific Binding
Copyright: 3/1/1998

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This textbook aims to provide a selective, but representative, review of work in cognitive development, grouped around themes that are familiar from textbooks of adult cognition. The book focuses on the question of what develops, rather than on why it develops. The findings of a given experimental study what develops are generally fixed, but the interpretation of what particular findings mean why is fluid. Some of the experiments discussed in this book have alternative explanations, and every student interested in children's cognition is invited to develop their own ideas about what different studies mean.

Acknowledgements

Series preface

xiii

Foreword

The ``what'' and ``why'' of children's cognition

Domain-general vs. domain-specific accounts of cognition in children

xvi

The causal bias

xvii

Innate vs. acquired accounts of cognition in children

xviii

Qualitative vs. quantitative accounts of developmental change

xix

Piaget's stage theory

xix

The organisation of this book

xxi

Cognition in infancy: Basic cognitive processes

(24)

Memory and learning

(8)

Neonate memory for the mother's voice

(1)

Neonate memory for familiar stories

(1)

Memory for objects

(2)

Memory for events

(1)

Memory for causal events

(3)

Procedural vs. declarative memories?

(1)

Perception and attention

(9)

Attention in infancy

(2)

Visual preference and habituation

(2)

Rudimentary categorisation

(1)

Cross-modal perception in infancy

(3)

Links between measures of early learning, memory, perception, attention, and later intelligence

(4)

Speed of habituation and individual differences

(2)

Visual recognition memory and individual differences

(2)

Summary

(3)

Cognition in infancy: Higher cognitive processes

(48)

Moving into cognition: Perception-based knowledge representations

(28)

Representing the structure of object features: The extraction of prototypes

(1)

Processing inter-relations between features: The differentiation of prototypes

(5)

Processing relations between objects

(22)

Moving further into cognition: Meaning-based knowledge representations

(3)

Image schemas

(1)

Specialised modules for certain information?

(1)

Reasoning and problem solving

(4)

The bear in the cup

(1)

The dog beneath the cloth

(1)

The rabbits behind the wall

(2)

The box suspended in mid-air

(1)

Learning

(6)

Learning by imitation

(3)

Learning by analogy

(2)

What babies can't do

(4)

Search errors in reaching

(2)

Search errors in crawling

(2)

Summary

(3)

Conceptual development

(44)

Superordinate, subordinate, and ``basic-level'' categories

(11)

The core developmental role of the ``basic level''

(1)

Sequential touching as a measure of basic-level categorisation

(2)

The matching-to-sample task

(1)

The core developmental role of the superordinate level?

(2)

Child-basic categories vs. adult-basic categories

(1)

Beyond the role of perceptual similarity in categorisation

(3)

The role of language in conceptual development

(2)

The biological/non-biological distinction

(16)

Evidence from studies of biological movement

(2)

Evidence from knowledge of self-generated movements

(1)

Evidence from the assumption of shared core properties

(2)

Concrete or abstract knowledge?

(2)

Structure vs. function in categorising natural kinds and artifacts

(1)

Evidence from studies of growth

(2)

Analogy as a mechanism for understanding biological principles

(1)

Evidence from studies of inheritance

(3)

Evidence from studies of natural cause

101

(1)

The representation of categorical knowledge

102

(7)

The role of thematic relations in organising conceptual knowledge

102

(2)

Representing categories in terms of characteristic vs. defining features

104

(1)

Representing categories in terms of prototypes

105

(4)

Conceptual development, ``essences'' and naive theories

109

(2)

The essentialist bias

110

(1)

The ``causes and effects of changes'' mode

110

(1)

Conceptual change in childhood

111

(2)

Summary

113

(4)

The development of causal reasoning

117

(44)

Reasoning about causes and effects

118

(5)

Reasoning about the causal transformations of familiar objects

119

(2)

Reversible reasoning about causal transformations of familiar objects

121

(1)

The salience of non-canonical states in early causal reasoning

122

(1)

Reasoning on the basis of causal principles

123

(7)

The priority principle

124

(2)

The covariation principle

126

(1)

The temporal contiguity principle

127

(1)

The principle of the similarity of causes and effects

128

(2)

The understanding of causal chains

130

(7)

The understanding of mediate transmission

131

(2)

The understanding of logical search

133

(4)

Scientific reasoning: The understanding of situations involving multiple causal variables

137

(5)

Integrating causal information about different physical dimensions

142

(9)

The integration of knowledge about two dimensions

142

(8)

The integration of knowledge about three dimensions

150

(1)

Intuitive physics

151

(6)

Intuitive physics and projectile motion

152

(2)

The distinction between knowledge and action

154

(1)

Causal reasoning and the direction of causality

155

(2)

Summary

157

(1)

Is the development of causal reasoning domain-general?

158

(3)

The development of memory

161

(38)

Early memory development

162

(5)

Infantile amnesia: A real phenomenon?

162

(2)

Understanding symbolic representation as an aid to memory

164

(3)

The development of different memory systems

167

(30)

Recognition memory

167

(2)

Implicit memory

169

(5)

Episodic memory

174

(5)

Eye-witness memory

179

(6)

Working memory

185

(12)

Summary

197

(2)

Mnemonic strategies, metamemory and cognition

199

(22)

The development of strategies for remembering

199

(7)

The emergent use of mnemonic strategies

199

(2)

Evidence for the strategic use of rehearsal

201

(2)

Evidence for the strategic use of organisation by semantic category

203

(3)

Metamemory

206

(3)

The relationship between memory development and cognitive development

209

(9)

The novice-expert distinction

210

(4)

The development of processing capacity

214

(1)

Representational redescription as a theory of cognitive development

215

(3)

Summary

218

(3)

Logical reasoning in childhood

221

(38)

Early-developing modes of logical reasoning

221

(13)

Reasoning by analogy

221

(6)

Deductive logic and deductive reasoning

227

(7)

Later-developing modes of logical reasoning

234

(20)

Transitive inferences

234

(7)

The understanding of invariance

241

(8)

Class inclusion

249

(5)

Halford's structure-mapping theory of logical development

254

(2)

Summary

256

(3)

Piaget's theory of logical development

259

(22)

Overview of the theory

259

(2)

The mechanisms of cognitive change

259

(1)

Stages in cognitive development

260

(1)

The sensory-motor stage

261

(8)

The six stages of sensory-motor cognition

261

(2)

Sensory-motor cognition in different domains

263

(3)

Evaluation of Piaget's sensory-motor stage in the light of recent research

266

(3)

The pre-operational and concrete operational stages

269

(4)

Pre-operational thought

270

(1)

Concrete operational thought

271

(1)

Evaluation of recent research on the concrete operations

271

(2)

Formal operational thought

273

(4)

Formal operational tasks

274

(2)

Evaluation of recent research on the formal operations

276

(1)

Summary

277

(4)

The ``what'' and ``why'' of children's cognition

281

(14)

What develops?

281

(2)

Why does development pursue its observed course?

283

(8)

Domain-general vs. domain-specific accounts of cognition in children

283

(2)

Innate vs. acquired accounts of cognition in children

285

(3)

Qualitative vs. quantitative accounts of developmental change

288

(3)

The causal bias

291

(4)

References

295

(22)

Author index

317

(8)

Subject index

325

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Cognition In Children

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