By Usha Goswami
This definitive quantity is the results of collaboration by means of most sensible students within the box of kid's cognition.
- New variation deals an up to date assessment of the entire significant components of significance within the box, and comprises new data from cognitive neuroscience and new chapters on social cognitive improvement and language
- Provides cutting-edge summaries of present learn by means of foreign experts in numerous components of cognitive development
- Spans elements of cognitive improvement from infancy to the onset of adolescence
- Includes chapters on symbolic reasoning, faux play, spatial improvement, irregular cognitive improvement and present theoretical perspectives
Read Online or Download The Wiley-Blackwell handbook of childhood cognitive development PDF
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Extra resources for The Wiley-Blackwell handbook of childhood cognitive development
In other cases, however, infants detected a violation in one event category, but failed to detect a How Do Infants Reason about Physical Events? 19 similar violation in another event category. , 1999). These results suggested that there might be lags or décalages (to use a Piagetian term) in infants’ acquisition of similar expectations in different event categories. Of course, one difficulty with this conclusion was that the events being compared often differed in so many dimensions that it made it difficult to determine exactly why infants succeeded with one event category but failed with another.
Occlusion, containment, support, and collision events). At the present time, our account has little to say about events that involve complex cultural artifacts whose causal mechanisms are opaque to most adults – artifacts such as cell phones, computers, televisions, planes, or magic wands. , Csibra & Gergely, 2009; Muentener & Carey, 2009; Tomasello, Carpenter, Call, Behne, & Moll, 2005), these preparations are very different from those that concern us here. , 24 Renée Baillargeon et al. 1992).
Needham, 1998, 1999, 2000; for a review, see Needham, 2009). , 2006). , 2005). 5-month-olds were presented with an adjacent test display composed of a curved yellow cylinder and a tall blue rectangular block decorated with small white squares. Infants succeeded in parsing this display if they were briefly familiarized with a static array of three blocks that were similar in size and shape to the test block but differed in color and pattern. These results suggested that the infants (a) formed a category when shown the three familiarization blocks; (b) recognized that the test block was a novel exemplar of this category; and (c) perceived the cylinder and block in the test display as two separate objects.