06461i

Page 1


Contents

xiii xv xvii

Contributors Foreword Preface

Perception and Cognition

1

The Origins of Object Perception Philip J. Kellman I. Introduction A. What Is an Object? B. The Function of Object Perception in Early Development C. A Taxonomy of Object Perception Abilities 11. Edge Detection 111. Edge Classification

3 4

5 6 10 12 V


vi

Contents

IV. Boundary Assignment V. Unit Formation A. Two Processes in Unit Formation B. Common Motion and Relatable Edges in Combination C. Common Motion Alone: Revealing the EI Process D. The Edge-Sensitive Process E. Origins of the ES Process F. Summary: Unit Formation VI. Three-Dimensional Form Perception A. Kinematic Information in Infant 3-D Form Perception B. Static 3-D Form Perception C. Nonrigid Unity and Form D. Summary: 3-D Form Perception VII. Perception of Size VIII. Tangibility and Substance IX. Conclusions A. How Object Perception Begins B. Is Motion or Ecological Validity Fundamental in Perceptual Development? References

14 15 16 17 18 23 25 26 26 27 32 33 35 35 36 37 37 40 43

2 Perceptual Classijication and Expertise Susan Carey

I. Introduction 11. Face Recognition A. The Course of Development of Face Recognition B. The Descriptive Problem: What Is Developing? 111. What Do We Know about the Acquisition of Expertise at Perceptual Classification, Independent of Considerations of Age? IV. The Effect of Orientation on Configural Encoding of Faces V. Are Faces Processed Less as Configurations by Children (Novices) Than by Adults? A. The Development of the Composite Effect B. The Development of the Tanaka/Farah Holistic Effect VI. Expertise: The Mystery Factor A. Norm-Based Coding of Faces B. A More Complete Specification of the Norm: The Mystery Factor

49 50 51 52

55 58 60 61 63 63 64 66


Contents

VII. A Few Concluding Remarks References

3

vii

67 68

Early Cognitive Development: Objects and Space Elizabeth S. Spelke and Linda Hermer

I. Two Views of Cognitive Development 11. Developing Knowledge of Objects A. Representing Hidden Objects B. Apprehending Object Identity C. Infants’ Inferences about Object Motion D. Summary: Object Representations in Infancy 111. Developing Knowledge of Space A. Aspects of Spatial Knowledge B. Infants’ Knowledge of the Spatial Locations of Objects C . Spatial Reorientation D. Summary: Spatial Representations in Infants and Young Children IV. Themes and Prospects References

72 73 73 78 83 89 90 91 92 97 105 106 108

Cognition and Language

4 Concepts and Theories Susan A. Gelman

I. Introduction 11. Concepts

A. Conceptual Functions B. Developmental Dichotomies? C. Summary of Concepts 111. Theories A. Overview of Biology B. Summary of Theories IV. Concepts and Theories A. Influence of Theories on Concepts B. Influence of Concepts on Theories

117 118 118 120 125 125 127 133 135 135 139


viii

Contents V. Conclusions References

140 142

Controversies in Language Acquisition: Word Learning and the Part of Speech Paul Bloom

I. Introduction

151

11. Evidence Concerning the Role of Syntax in Word

Learning A. Nominals B. Verbs C. Adjectives D. Prepositions E. Number Words 111. The Origin of Children’s Knowledge of Syntactic Cues to Word Meaning IV. What Role D o Syntactic Cues Play in Word Learning? A. Is Syntax Ever Necessary? The Case of Verbs V. Conclusion: The Proper Place of Syntactic Cues within a Theory of Early Language Development References

6

153 155 164 167 168 169 170 174 175 177 179

The Development ofExtew2al Symbol Systems: The Child as a Notatov Kang Lee and Annette Karmiloff-Smith

I. Introduction 11. Symbolization and Notation 111. Constraints on the Development of Drawing

IV. Constraints on Written Language and Number Notation V. Constraints on Children’s Use and Understanding of Maps VI. Constraints on Children’s Use of Scale Models VII. Summary and Future Directions References

185 186 187 194 197 202 205 206

7 Origins of Quantitative Competence Kevin F. Miller

I. Origins of Quantitative Reasoning

213

11. Does Quantitative Reasoning Depend on a “Number 111. Measurement and Early Quantitative Knowledge

214 216

IV. The Nature of Mathematical Development: An Organizing Metaphor

217

Concept?”


Contents

V. Infant Numerical Abilities VI. Counting and Early Mathematical Development A. Algorithmic versus Conceptual Components of Early Counting VII. Symbolic Tools for Mathematical Reasoning A. Psychological Consequences of Number Names VIII. From Counting to Arithmetic A. Procedural Aspects of Arithmetic B. Conceptual Aspects of Arithmetic C. Symbolic Effects in Arithmetic IX. Mathematical Reasoning Reprised References

ix

219 223 223 227 229 231 23 1 233 234 235 236

Conversation and Cognition Michael Siegal

I. Children and Conversation: A Paradox A. Conversational Awareness in Young Children B. Culture, Communication, and the Potential for a Clash of Conversational Worlds 11. Conversation and Theory of Mind A. Taking Desires and Beliefs into Account in Predicting Behavior B. Conversation, Theory of Mind, and Contamination Sensitivity 111. Conversational Processes in Suggestibility and Children’s Recollections of Events A. Definitional Issues B. Demonstrations of Suggestibility in Children’s Memories C . Suggestibility Reconsidered IV. Explaining the Transition A. Neuropsychological Changes Accompanying Conversational Awareness B. Culture, Conversation, and Mental States V. Concluding Remarks: Toward Resolving More Than One Paradox References

9

244 244 245 248 248 251 257 257 258 263 265 266 269 27 1 273

A Theory ofMind Perspective on Social Cognitive Development Marjorie Taylor

I. Introduction

283


x

Contents

11. The Development of a Theory of Mind

A. Children’s Understanding of False Belief B. Children’s Understanding of Other Mental States C. Summary 111. The Influence of Theory of Mind Research A. Children’s Understanding of Emotion B. Development of Self C. Social Cognition in Infancy D. Social Cognition in Autistic Children IV. Final Thoughts and Speculations References

284 286 289 297 297 298 302 305 311 313 316

Models of Development

10 Developmental Cognitive Neuroscience: A Biological Perspective on Cognitive Change Mark H. Johnson and Rick 0. Gilmore I. Why Take a Cognitive Neuroscience Approach

to Development? A. New Methodologies B. Well-Studied Animal Models C. Clinical Utility D. Mutual Dependence of Development and Cognitive Neuroscience 11. The Development of Species and Face Recognition A. Introduction B. Biology C. Face Processing in Human Infants D. How Biological Evidence Shaped the Cognitive Theory 111. Visual Orienting and Attention A. Introduction B. Biology C. Human Behavior D. How the Biology Shaped the Cognitive Theory

333 334 336 336 336 337 337 339 342 345 347 347 347 349 351


Contents

IV. Prefrontal Cortex and Working Memory A. Introduction B. Evidence from Biology C. Human Behavior D. How Biology Has Shaped the Cognitive Theory V. Future Directions A. Neurocomputational Modeling B. Sensory Deficits, Lesions, Developmental Disorders, and Cortical Plasticity C. Concluding Remarks References

xi

352 352 353 355 358 359 359 363 364 365

11 Computational Models of Developmental Mechanisms Domenico Parisi

I. New Tools for the Study of Development 11. Types of Change 111. The Evolution of a Population of Neural Networks A. Fitness and Behavior B. Evolutionary Change at Other Levels IV. Maturation V. Learning A. Learning without Evolution VI. Conclusion References

12 Activity-Dependent Processes

373 375 377 380 383 392 397 397 409 410

in Perceptual and

Cognitive Development Linda B. Smith and Donald B. Katz

I. What Is Knowledge? 11. Perceiving and Knowing in the Brain A. Multimodal Processes B. Multimodal Forces on Development C. Activity-Dependent “Structures� D. Dynamic Categories E. Summary: Activity-Dependent Processes 111. Self-Modifying Systems IV. Activity-Dependent Development: Infants and Children A. Auditory Effects on Visual Behavior B. Self-Locomotion and Spatial Orientation C. Word Learning

414 416 416 417 418 420 42 1 42 1 426 426 429 431


xii

Contents

V. Conceptual Development A. Embodied Concepts B. The Perceived Products of Behavior C. Cognitive Redescriptions VI. Conclusion: The Origins of Knowledge References

Index

434 435 435 436 437 438 447


Turn static files into dynamic content formats.

Create a flipbook
Issuu converts static files into: digital portfolios, online yearbooks, online catalogs, digital photo albums and more. Sign up and create your flipbook.