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Core knowledge and conceptual change

Author: David Barner; Andrew Scott Baron
Publisher: New York : Oxford University Press, 2016.
Series: Cognitive development
Edition/Format:   eBook : Document : EnglishView all editions and formats
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.
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Genre/Form: Electronic books
Additional Physical Format: Print version:
Core knowledge and conceptual change
New York : Oxford University Press, 2016
(DLC) 2016014527
Material Type: Document, Internet resource
Document Type: Internet Resource, Computer File
All Authors / Contributors: David Barner; Andrew Scott Baron
ISBN: 9780190467647 0190467649 9780190611965 0190611960
OCLC Number: 946277509
Description: 1 online resource.
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.
Series Title: Cognitive development
Responsibility: edited by David Barner, Andrew Scott Baron.

Abstract:

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  Read more...

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