Contents Series Foreword xi Preface xiii Chapter 1 Taki...
74 downloads
717 Views
5MB Size
Report
This content was uploaded by our users and we assume good faith they have the permission to share this book. If you own the copyright to this book and it is wrongfully on our website, we offer a simple DMCA procedure to remove your content from our site. Start by pressing the button below!
Report copyright / DMCA form
Contents Series Foreword xi Preface xiii Chapter 1 Taking Development Seriously 1 Is the initial architecture of the infant mind modular? 1 Prespecified modules versus a process of modularization 4 What constitutes a domain? 6 Development from a domain-‐general perspective 7 Development from a domain-‐specific perspective 8 Reconciling nativism and Piaget’s constructivism 9 The notion of constraints on development 11 New paradigms for studying young infants 12 Beyond domain-‐specific constraints: The process of representational redescription 15 The RR model 17 The importance of a developmental perspective on cognitive science 26 The importance of a cognitive science perspective on development 27 The plan of the book 28 Chapter 2 The child as a Linguist 31 Language acquisition as a domain general process: The Piagetian infant 33 Language acquisition as a domain-‐specific process: The nativist infant 35 The infant’s and the young child’s sensitivity to semantic constraints 40 The infant’s and the young child’s sensitivity to syntactic constraints 43 The need for both semantic and syntactic bootstrapping 45 Beyond infancy and early childhood 47 The RR model and becoming a little linguist 47 From behavioral mastery to metalinguistic knowledge about words 51 From behavioral mastery to metalinguistic knowledge of the article system 54 Beyond the word and the sentence 60 From the nativist infant to the constructivist linguist 6
Chapter 3 The Child as a Physicist 65 Understanding the physical world: The Piagetian infant 65 Understanding the physical world: The nativist infant 66 Constraints on object perception in early infancy 67 Understanding object behavior: Innate principles and subsequent learning 72 Rethinking object permanence 74 The representational status of early knowledge: Do infants have theories? 77 Becoming a little theorist 78 From a behavioral mastery to metacognitive knowledge about the animate /inanimate distinction 79 From behavioral mastery to metacognitive knowledge about gravity and the Law of Torque 82 Representational redescription and theory building 82 Chapter 4 The Child as a Mathematician 91 Number acquisition as a domain-‐general process 91 Challenges to Piaget’s view 93 Number acquisition as a domain-‐specific, innately guided process 96 The role of subitizing: Perceptual or conceptual? 98 Constraints on learning how to count 100 The representational status of early number knowledge 104 Learning the language of counting and mathematics 105 Is mathematical notation essential to number development? 107 Reconciling domain-‐specific counting principles with the failure to conserve: Cultural universals 107 Becoming a little mathematician 110 Metamathematical knowledge: The child’s changing theory of number 110 Number in nonhuman species 112 The RR model and number representation in the human child 114 Chapter 5 The Child as a Psychologist 117 The Piagetian view of the child as a psychologist 118 The domain-‐specific view: Infancy prerequisites to a theory of mind 118 What conspecifics look like 118 How conspecifics interact 121 Theory of mind in nonhuman species 124 What is special about theory-‐of-‐mind computations? 126 The toddler’s theory of mind 127 Is language essential for distinguishing propositional attitudes from propositional contents? 129 The child’s developing belief/desire psychology 130 The RR model and changes in children’s theory of mind 132 Should theory of mind be set in a broader, domain-‐general context? 134 Is theory of mind just like any other theory-‐building process? 137
Chapter 6 The Child as a Notator 139 Does precedence imply derivation? 140 Notation from a domain-‐general perspective 141 A domain-‐specific approach to notation 142 Prelitrate and prenumerate childrens notational competence 143 The RR model and early notational skills 145 Biology versus culture: The paradox of notational systems 146 Using the notational domain to probe the RR model and microdevelopmental change The importance of behavioral mastery 155 Constraints on representational redescription 155 Implicit representations and their procedural status 161 RR and the progressive relaxation of sequential constraints 162 Exogenously driven and endogenously driven change 163 Chapter 7 Nativism, Domain Specificity, and Piagets Constructivism 165 Domain specificity and Piagetian theory 166 Domain specificity and abnormal development 168 What is left of Piagetian theory? 171 Chapter 8 Modeling Development: Representational Redescription and Connectionism 175 Soft-‐core and hard-‐core approaches to the modeling of development 175 The basic architecture of connectionist models 176 Nativism and connectionism 179 Domain specificity and connectionism 180 Behavioral mastery and connectionism 181 Implicit representations and connectionism 182 Explicit representations and connectionism 186 What is missing from connectionist models of development? 188 There’ll be no flowcharts in this book? 190 Chapter 9 Concluding Speculations 191 Notes 195 Bibliography 205 Index 229
148
SeriesForeword
This series in learning , development , and conceptual change will include state- of-the -art reference works , seminal book length monographs , and texts on the development of concepts and mental structures . It will span learning in all domains of knowledge , from syntax to geometry to the social world , and will be concerned with all phases of development , from infancy through adulthood . The series intends to engage such fundamental questions as the following . The nature and limits of learning and maturation: the influence of the environment , of initial structures , and of maturational changes in the nervous system on human development ; leamability theory ; the problem of induction ; domain -specific constraints on development . The nature of COnceptual change: conceptual organization and conceptual in child change development , in the acquisition of expertise, and in the history of science.
Lila Gleitman SusanCarey ElissaNewport ElizabethSpelke
Preface
This book aims not only to reach developmental psychologists , but also to persuade students and scientists in other areas of cognitive science- philosophy , anthropology , linguistics , ethology , adult cognitive psychology , neuroscience, computer science- to treat cognitive development as a serious theoretical science contributing to the discussion of how the human mind is organized internally , and not as merely a cute empirical database about when external behavior can be observed. Nowadays much of the literature focuses on what cognitive science can offer the study of development . In this book , I concentrate on what a developmental perspective can offer cognitive science. As Piaget' s conception of the sensorimotor infant is being severely undermined by new paradigms for studying infancy , the battle between nativism and constructivism once again rears its rather unconstructive head. In this book I do not choose between these two epistemological stands, one arguing for predominantly built -in knowledge and the other for a minimum innate underpinning to subsequent domain -general learning . Rather, I submit that nativism and Piaget' s constructivism are complementary in fundamental ways , and that the ultimate theory of human cognition will encompass aspects of both . The state of the art in developmental theorizing is currently such that an exploration of the integration of nativism and Piaget' s constructiv ism is timely . I spent some 13 years immersed in Piagetian theory at Geneva University , first as a student and then as a research collaborator. During that time , the home -grown Piagetians always considered ,me a heretic , both personally and theoretically . I refused to address Piaget as Patron, meaning " Boss, " as he expected everyone in his department to do ; I dared to put in writing that Piaget had underestimated the role of language in cognitive development ; and , worse , I argued that sensorimotor development alone could never explain how language acquisition initially got off the ground - that there had to be some innate component , even if more general processes might operate in
xiv
Preface
subsequent development . Yet each time I went out into the big wide world of psychology conferences, I was considered a prototypical constructivist Piagetian- one who knew about Descartes, Kant , and ! Hume but who had never even heard of the journal Child Development Does this strange cocktail of Piagetian and anti -Piagetian theoretical musing mean that epistemological schizophrenia is setting in ? No ; I think it reflects the state of developmental theorizing in recent years, as dynamical systems theory and connectionism have started to offer some formal modeling of a number of Piagetian ideas while at the same time infancy research has suggested more innate underpinnings to the human mind than had previously been granted . Piagetians attribute the absolute minimum of innate structure to the human infant . Nativists attribute a great deal of built -in , domain -specific knowledge to the neonate, relegating learning to a less important role . Yet these epistemologies are not necessarily mutually exclusive for a theory of development . In this book I argue that a fundamental aspect of human development is the process by which information that is in a cognitive system (partly captured within a nativist stance) becomes knowledge to that system (partly captured within a constructivist stance) . The theoretical discussions are illustrated by empirical findings from both linguistic and nonlinguistic development . This book is intended to excite the reader about the possibilities that adevelop mental perspective embracing both innate predispositions and constructivism might yield . Many friends and colleagues have influenced my thinking , not least Jean Piaget, Barbel Inhelder , Mimi Sinclair, and their numerous col laborators at Geneva University . If at times I seem somewhat anti Piagetian, this in no way detracts from the enormous influence that my studies and my work at Geneva University still have on my thinking . I should also particularly like to acknowledge thought -provoking debates in recent years with all my present and previous colleagues ' at the Medical Research Council s Cognitive De" elopment Unit in London - in particular its Director , John Morton . The COU has been ' a most stimulating work environment , largely due to John s deep commitment to theoretical as well as experimental advances. Weekly ' meetings of the University College London s Cognitive Science faculty , organized by David Green, also provided a lively forum for exploring ideas. I should also like to acknowledge stimulating discussions at various times with Liz Bates, Ursula Bellugi , Ellen Bialystok , Susan Carey, Andy Clark , Jeff Elman , Rochel Gelman , Ed Klima , Jay McClelland , Lila Gleitman , Lissa Newport , David Premack, Lolly Tyler , and particularly Jean Mandler . A number of people generously provided comments on different chapters of the book : Simon Baron
Preface
xv
Cohen , Maggie Boden, Mani DasGupta , Jeff Elman , Rochel Gelman , Ron Gold , Francesca Happe , John Morton , Joseph Perner, and Jim Russell. Uta Frith ' s encouragement was especially helpful in stopping me from throwing in the sponge as I waded through critical comment from others . Thanks are above all due to Susan Carey, who ploughed through the entire text and provided many pages of constructive suggestions, pointing out inconsistencies and raising deep and difficult questions , and to Julia Grant , who combed every page for linguistic and conceptual inadequacies, acted as a vital go-between when I was in Pittsburgh doing last-minute work on references and figures , and was at all times a wonderful colleague and friend . Rich Lehrer read the manuscript from the stance of an educational psychologist , Marie - Oaude Jones from an undergraduate student ' s viewpoint , and Yuko Munakata from a graduate student ' s viewpoint . All provided many useful suggestions . Leslie Tucker helped me with proofreading . It takes a special type of publisher to be generous enough to offer editorial comments despite the book ' s not being with his house, so special thanks are due to Philip Carpenter for his reactions to chapter 1. Betty and Harry Stanton ' s midnight calls reminded me in the nicest of ways to get back to the computer when the going was tough . Teri Mendelsohn was of vital help to me as the completion of the manuscript neared- 1know that , had it been possible, she would have sent jasmine tea over electronic mail to get me through the final few nights ! Paul Bethge of The MIT Pressdid a splendid editing job . Igor Karmiloff helped with editorial suggestions from a professional outside the field of psychology , and let me use his beautiful home in Provence to do some of the writing . Finally , particular thanks go to my dear friends Marek Dobraczynski Johnson and Samuel Guttenpian . They read, reread, and (" oh , not " again ! ) re-reread various parts of the text , giving me feedback from the viewpoints of cognitive neuroscience and philosophy , respectively . It is Samuel to whom I shall always be grateful for persuading me to spend all my savings on a good computer , and Marek to whom I owe special appreciation for so many things - not least for enticing me to jazz concerts and art exhibitions as a gentle reminder that there is more to life than writing a book (he had finished his ) ! Fiona Crampton -Slnith and Connie Musicant dragged me out to jog and work out when I least wanted but most needed to . My daughters , Yara and K yra , read various portions of the manuscript and made rude but helpful comments about its unintelligibility ; they also learned to reverse roles and ~ e great care of me.
Chapter1 Seriously TakingDevelopment
Nature hascontrived to haveit both ways, to get the bestout of fast dumb systemsand slow contemplativeones, by simply refusing to choose betweenthem. (Fodor 1985, p . 4) Have you noticed how quite a large number of developmental psychologists are loath to attribute any innate predispositions to the human infant ? Yet they would not hesitate to do so with respect to the ant , the spider , the bee, or the chimpanzee . Why would Nature have endowed every species except the human with some domain -specific predispositions ? Yet, if it turns out that all species have such predispositions , that most can maintain a goal in the face of changing environmental conditions , and that most have the capacity for learning on the basis of interaction with conspecifics and the physical environment , what is special about human cognition ? Is it simply that the contentof knowledge differs between species? Is it language that makes humans special? Or are there qualitatively different processes at work in the human mind ? Does human cognitive change affect all domains of knowledge simultaneously , or does development occur in adomain specific fashion ? Are cross species differences relevant only to adult cognition , or do humans differ from other species from birth ? This book sets out to address such questions and to demonstrate that one can attribute various innate predispositions to the human neonate without negating the roles of the physical and sociocultural environments and without jeopardizing the deep- seated conviction that we are special- creative , cognitively flexible , and capable of conscious reflection , novel invention , and occasional inordinate stupidity . Is the Initial Architecture of the Infant Mind Modular? Fodor' s 1983book TheModularity of Mind (which I later criticize ) made a significant impact on developmental theorizing by suggesting how
Chapter 1
the nativist thesis and the domain -specificity of cognition are relevant to constraints on the architecture of the human mind . For Fodor, the notion of " architecture " refers to the organization of relatively fixed and highly constrained innate specifications : the invariant features of the human information -processing system . Unlike Bruner (1974- 75) and Piaget (1952b), who argue for domain -general development , Fodor holds that the mind is made up of genetically specified, independently " modules " or .! input systems functioning , special purpose " " " " Like Fodor, I shall use the terms module and input system as synonyms . Each functionally distinct module has its own dedicated processes and proprietary inputs . According to Fodor, information from the external environment passesfirst through a system of sensory transducers, which transform the data into formats that each special-purpose input system can process. Each input system, in turn , outputs data in a common format suitable for central , domain -general processing. The modules are deemed to be hard -wired (not assembled from more primitive proc esses), of fixed neural architecture , domain specific, fast, autonomous , mandatory , automatic , stimulus driven , giving rise to shallow outputs , and insensitive to central cognitive goals. A further characteristic of modules is that they are informationally " " encapsulated (or, asPylyshyn [ 1980] put it , cognitivelyimpenetrable ) . Other parts of the mind can neither influence nor have accessto the internal workings of a module , only to its outputs . Modules have accessonly to information from stages of processing at lower levels, not to information from top- down processes. In other words , what the mind knows and believes cannot affect the workings of a module . For Fodor, the essential fact about modules is their informational encapsulation . He is neutral about whether they are resource encapsulated (i .e., whether different modules share, say, inference algorithms2) . In defense of informational encapsulation , Fodor cites the example of perceptual illusions such as the Muller -Lyer illusion (figure 1.1) . In that illusion , even when subjects have measured the
~
>
Figure1.1 The Muller-Lyer illusion.
7
-1006. Johnson,M. H., Dziurawiec, S., Ellis, H., and Morton, J. 1991.Newborns' preferential trackingof facelikestimuli and its subsequentdecline. Cognition40: 1- 19. Johnson, M. H., and Horn, G. 1988. The developmentof filial preferencesin the darkrearedchick. AnimalBehavior 36: 675- 683. Johnson, M. H., and Karmiloff-Smith, A . 1989. The right tools for the job? (peer " commentaryon Spontaneoustool use and sensorimotorintelligencein Cebus " andBrainSciences 12: 600. comparedwith other monkeysand men ). Behavioral , M. H., and Karmiloff-Smith, A. 1992. Can neural selectionismbe applied to Johnson 10: 35- 46. cognitivedevelopmentand its disorders? NewIdeasin Psychology : TheCase Johnson, M. H., and Morton, J. 1991. BiologyandCognitiveDevelopment of Face . Blackwell. Recognition Johnson, J. S., and Newport, EL . 1989. Critical period effectsin secondlanguage learning: the influence of maturationalstate on the acquisitionof English as a secondlanguage. CognitivePsychology 21: 60- 99.
Bibliography 215 Johnson-Laird, P. N. 1982.Thinking asa skill. QuarterlyJournalofExperimental Psychology 34A. 1- 29. Jusczyk, P. W. 1990. How to get Disconnected: A user's manual. Contemporary Psychology 35: 645- 646. Jusczyk, P. W., and Bertoncini, J. 1988. Viewing the developmentof speechperception asan innately guided learningprocess. Language andSpeech 31: 217- 238. Jusczyk, P., Hirsh-Pasek, K., Kemler-NelsonD ., Kennedy, L., Woodward, A., and
. Perception of acousticcorrelates of majorphrasalunitsby young Piwoz, J. 1988 infants. Unpublished . , Universityof Oregon manuscript . A capacity : Individual , P. A. 1992 Just,M. A., andCarpenter theoryof comprehension - 149. differences in workingmemory . Psychological 1: 122 Review Kacelnik . Someeffectsof energycostson foragingstrategies , A., andHouston , A. I. 1984 . AnimalBehaviour 32: 609-614. 's -Smith, A. 1971a . the Development Karmiloff Of Children ! Thinking. UNRWA UNESCO publicationP/EP/6, 147. -Smith, A. 1971b Karmiloff . Selected : Implicationsfor a 's Theory Aspectsof Piaget Theoretical Basisto the EducationProgramme of UNRWA . UNWRA / UNESCO / UNESCO publicationP/EP/7, 128. -Smith, A. 1975 . LesMetaphor Karmiloff esdansl' actionchezlesenfantsde5 et de 12
ans. Papergiven at symposiumof InternationalCenterfor GeneticEpistemology , Geneva. Karmiloff-Smith, A. 1979a . CambridgeUniversity . A FunctionalApproach to ChildLanguage Press. Karmiloff-Smith, A. 1979b. Micro- and macro- developmentalchangesin languageacquisition and other representationalsystems. CognitiveScience 3: 81- 118. Karmiloff-Smith, A. 1979c . Problem-solving proceduresin children' s constructionand 1807:37- 59. representationof closedrailway circuits. ArchivesdePsychologie Karmiloff-Smith, A. 1980. Psychologicalprocesses underlying pronominalizationand non-pronominalizationin children' s connecteddiscourse. In J. Kleiman and E. on Pronounsand Anaphora . ChicagoLinguistics Ojedo (eds.), Papersfrom the Parasession Society. Karmiloff-Smith, A. 1981. Getting developmentaldifferencesor studying child development ? Cognition10: 151- 158. Karmiloff-Smith, A. 1983. A new abstractcodeor the new possibilityof multiple codes? Behavioral andBrainSciences , 6 (1): 149- 150. Karmiloff-Smith, A . (1984). Children' s problemsolving. In ME . Lamb, A. L. Brown, and B. Rogoff(eds.), Advances in Developmental , volumem . Erlbaum. Psychology Karmiloff-Smith, A. 1985. A constructivistapproachto modellinglinguistic and cognitive 53: 113- 126. development. ArchivesdePsychologie Karmiloff-Smith, A. 1986. From metaprocess : Evidencefrom es to consciousaccess children' s metalinguisticand repair data. Cognition23: 95- 147. Karmiloff-Smith, A. 1987. A developmentalperspectiveon human consciousness . Invited . Address, British PsychologicalSocietyAnnual Conference , Sussex Karmiloff-Smith, A. 1988. The child is a scientist, not an inductivist. Mind andLanguage 3 (3): 183- 195. Karmiloff-Smith, A. 199Oa . Constraints on representationalchange: Evidencefrom children' s drawing. Cognition34: 57- 83. Karmiloff-Smith, A. 1990b.Thehumanprintout facility: Extendingbiologicalconstraints " " by cultural tools, or Electronicmail is ruining evolution! Talkgivenat Conference on DomainSpecificityand Cultural Knowledge, University of Michigan.
216
Bibliography
Karmlloff-Smith, A. 199Oc . Piagetand Chomskyon languageacquisition: Divorceor 10: 255- 270. Marriage? First LAnguage Karmlloff-Smith, A. 1991. Beyondmodularity: Innate constraintsand developmental in Biologyand change. In S. Careyand R. Gelman(eds.), Epigenesis of Mind: Essays . Erlbaum. Knowledge Karmlloff-Smith, A., and Inhelder, B. 1974fl5. U you want to get ahead, get a theory. Cognition3: 195- 212. Karmlloff-Smith, A., Bellugi, U., Klima, E., and Grant, J. 1991.Talkpreparedfor British , Cambridge. PsychologicalSociety ' s DevelopmentalAnnual Conference Karmlloff-Smith, A ., Grant, J., Jones, M.- C., and Cuckle, P. 1991. Rethinkingmetalinguistic : Representingand accessingknowledgeaboutwhat countsasa awareness word. Unpublished. Karmlloff-Smith, A ., Johnson, H., Grant, J., Jones, Karmlloff, Y.-N., Bartrip, J., and CuckleC. 1993. From sententialto discoursefunctions: Detectionand explanation of speechrepairsin children and adults. Discourse Process es16: 565- 584. Katz, N., Baker, E., and Mamamara, J. 1974.What' sinaname?Astudyofhowchildren learncommonand proper names. ChildDevelopment 45: 469- 473. Kazak, S., Collis, G., and Lewis, V. 1991. Autistic children' s ability to attribute" knowing " " " and guessing to themselvesand others. Paperpresentedat annualconference of British PsychologicalSociety, DevelopmentalSection, Cambridge. Keil, F. C. 1979.Semantic andConcept UllI Development : An OntologicalPerspective . Harvard UniversityPress. Keil, F. C. 1986.On the structure- dependentnatureof stagesof cognitivedevelopment. In I. Levin (ed.), StageandStructure : Reopening theDemte.Ablex. Keil, F. C. 1989. Concepts . MIT Press. , KindsandCognitiveDevelopment Keil, F. C. 1990. Consb-aintson constraints: Surveyingthe epigeneticlandscape . Cognitive Science 14: 135- 168. Keil, F. C. 1991.Godzillavs. Mothraand the SydneyOperaHouse: Boundaryconditions on functionalarchitecturein infant visualperceptionand beyond. Mind 6' LAnguage 6 (3): 239- 251. Kellman, P. J., and Spelke, ES . 1983. Perceptionof partly occludedobjectsin infancy. 15: 483- 524. CognitivePsychology Kitcher, P. 1982. Genes. BritishJournalfor thePhi~ 33: 337- 359. y of Science Kitcher, P. 1988. The child as parentof the scientist. Mind andLAnguage 3: 217- 228. Klahr, D. 1992. Information-processingapproaches to cognitivedevelopment. In Bomstein, M. H., and Lamb, ME . (eds.), Developmental : An adwnced textlKJOk , Psychology third edition. Erlbaum. Klahr, D., and Dunbar, K. 1988.Dual searchspaceduring scientificreasoning.Cognitive Science 12: 1- 48. Klahr, D., Langley, P., and Neches, R. (eds.), 1987.Production Modelsof Leaming System andDevelopment . MIT Press. Klahr, D., and Robinson, M. 1981.Formalassessment of problem-solvingand planning es in preschoolchildren. CognitivePsychology 13: 113- 148. process Klima, E., and Bellugi, U. 1979. TheSignsof LAnguage . HarvardUniversityPress. Klin, A. 1988. The Emergenceof Self, SymbolicFunctionsand Early Infantile Autism. Doctoraldissertation, London Schoolof Economicsand PoliticalScience . Klin, A. 1991. Young autistic children' s listening preferencesin regard to speech: A possiblecharacterizationof the symptom of socialwithdrawal. Journalof Autism andDevelopmental Disorders 21: 29- 42. Kosslyn, S. M., Cave, C. B., ProvostD . A., and von Gierke, S. M. 1988. Sequential es in imagegeneration. CognitivePsychology 20: 319- 343. process ,
Bibliography 217 ' Kosslyn, S. M., Heldmeyer, K. H., and Locklear, E. P. 1977. Otlldren s drawings as dataaboutinternal representations . Journalof Experimental ChildPsychology 23: 191211. Kuhl, P. K. 1983. The perceptionof auditory equivalenceclassesfor speechin early andDevelopment 6: 263-2&5. infancy. Inftlnt Behaviour Kuhn, T. 1962. TheStructureof ScientificRevolutions . University of ChicagoPress. Kuhn, D., Amsel, E., and O' Loughlin, M. 1988. TheDevelopment of ScientificThinking Skills. AcademicPress. Kuhn, D., and Phelps, E. 1982. Thedevelopmentalof problem-solvingstrategies . In H. Reese(ed.), Adwncesin ChildDevelopment andBehavior , volume 17. Academic. Lachter, J., and Bever, T. G. 1988. The relation betweenlinguistic structureand associative theoriesof languagelearning: A constructivecritiqueof someconnectionist learningmodels. Cognition28: 195- 247. Landau, B., and Gleitman, L. 1985.Language andEXperience : Evidence fromtheBlindChild. HarvardUniversity Press. : Langley, P., Simon, H. A., Bradshaw,G. L., and Zytkow, J. M. 1987.Scientific Discovery es. MIT Press. Computational Explorations of theCreativeProcess Lashley, K. S. 1951. The problem of serial order in behavior. In L. A. Jeffress(ed.), Cerebral in Behaviors : TheHixonSym~ ium. Wiley. Mechanisms Laszlo, J. I., and Broderick, P. A. 1985. The perceptual-motor skill of drawing. In N. H. Freemanand M. V. Cox (eds.), VisualOrder: TheNatureandDevelopment of Pictorial . CambridgeUniversity Press. Representation Lawson, G., Baron, J., and Siegel, L. 1974. The role of number and length cues in children' s quantitativejudgements. ChildDevelopment 45: 731- 736. . Wiley. Foundations , E. 1967. Biological of Language Lenneberg Leslie, A. M. 1984. Infant perceptionof a manualpickup event. BritishJournalof Developmental 2: 19- 32. Psychology Leslie, A. M. 1987. Pretenseand representation : The origins of " theory of mind." Review94: 412- 426. Psychological Leslie, A. M. 1988. The necessityof illusion: Perceptionand thought in infancy. In L. . Oxford University Press. Weiskrantz(ed.), ThoughtWithoutLanguage Leslie, A. M. 1~ . Pretence , autismand the basisof " theoryof mind." ThePsychologist 3: 120- 123. Leslie, A. M., and Frith, U. 1987.Metarepresentation and autism: How not to loseone' s marbles. Cognition27: 291 294. Leslie, A. M., and Frith, U. 1~ . Prospectsfor a cognitiveneuropsychologyof autism: Hobson's choice. Psychological Review97: 122- 131. Leslie, A. M., and Happe, F. 1989.Autism and ostensivecommunication : Therelevance of metarepresentation . Development andPsychopathology 1: 205-212. Lewis, D. 1969. Convention : A Philosophical Study. Harvard University Press. Li, K., and Karmiloff-Smith, A. 1991a . CognitiveConstraintson Notations: Encoding . Unpublishedmanuscript. StatesversusTransformations Li, K., and Karmiloff-Smith, A . 1991b.Adaptingnotationsto the CommunicativeNeeds of Otlldren of Different Ages. Manuscriptin preparation. Liben, L. S., andDowns, R. M. 1989.Understandingmapsassymbols:Thedevelopment of map conceptsin children. In H. W. Reese(ed.), Adwncesin ChildDevelopment , volume22. Academic. Review Logan, G. D. 1988. Toward an instancetheory of automatization. Psychological 95 (4): 492- 527. Luria, A. R., and Tzvetkova, L. S. 1978. Disturbanceof intellectualfunction in patients with front lobe lesions. In M. Cole(ed.), TheSelected Writingsof A. R. Luria. Sharp.
218
Bibliography
MacNamara . MIT Press. , J. 1982. Names for Things:A Studyof HumanLearning . Monographs , B. 1978. The acquisitionof morphophonology MacWhinney of theSociety in ChildDevelopment 43: 1. for Research , B. 1987. The competitionmodel. In B. MacWhinney(ed.), Mechanisms MacWhinney of . Erlbaum. Language Acquisition Madore, B. F., and Freedman,W. L. 1987.Self- organizingstructures. American Scientist 75: 252- 259. Mandler, G., and Shebo, B. J. 1982. Subitizing: An analysisof its componentprocess es. : General 111: 1- 22. Journalof Experimental Psychology Mandler, J. M. 1983. Representation . In J. Flavelland EMarkman (eds.), HandlKJokof ChildPsychology , vol. 3. Wiley. Mandler, J. M. 1988. How to build a baby: On the developmentof an accessible 3: 113- 136. representationalsystem. CognitiveDevelopment Mandler, J. M. 1992.How to build a babyD: Conceptualprimitives. Psychological Review 99: 587- 604. Mandler, J. M., and Bauer, P. J. 1988. The cradleof categorization : Is the basiclevel basic? CognitiveDevelopment 3: 247- 264. Maratsos, M. P. 1976. The Useof Definiteand IndefiniteReference in YoungChildren . CambridgeUniversity Press. Maratsos, M., and Chalkley, M. A. 1980. The internal languageof children's syntax. The ontogenesisand representationof syntacticcategories . In K. Nelson (ed.), 's Children , vol. D. Erlbaum. Language Markman, E. 1979. Classes , collections, and principlesof psychologicalorganization. in Child Development , Paperpresentedat biennialmeetingof Societyfor Research SanFrancisco . Markman, E. M. 1987. How children constrainthe possiblemeaningsof words. In U. Neisser(ed.), Concepts andConceptual : Ecological andIntellectual Factors Development in Categorization . CambridgeUniversity Press. Markman, E. M. 1989. Categorization andNamingin Children : Problems . MIT of Induction Press. Markman, E. M. 1990. Constraintschildren placeon word meanings. CognitiveScience 14: 57- 77. Markman, E. M., and Wachtel, G. F. 1988. Children' s use of mutual exclusivity to constrainthe meansof words. CognitivePsychology 20: 121- 157. Marler, P. 1991.The instinct to learn. In S. Careyand R. Gelman(eds.), Epigenesis of the Mind: Essays in BiologyandKnowledge . Erlbaum. Marr, D. 1976. Artificial intellligence: A personalview. ArtificialIntelligence 9: 37- 48. Marr, D. 1982. Vision: A Computational into theHumanRepresentation and Investigation . Freeman. Processing of VisualInformation Marshall, J. C. 1980. The new organology. Behavioral andBrainSciences 2: 472- 473. Marshall, J. C. 1984. Multiple perspectiveson modularity. Cognition17: 209- 242. Marshall, J. C., and Morton, J. 1978. On the mechanicsof EMMA. In A. Sinclair, R. J. ' . Springer-Verlag. Javella, and W. Levelt (eds.), TheChilds Conception of Language MarslenWilson, W. D., Levy, E., and Tyler, L. K. 1982. Producinginterpretablediscourse . In R. J. Jarvellaand W. Klein (eds.), Speech , PlaceandAction. Wiley. Marslen-Wilson, W. D., and Tyler, L. K. 1987. Against modularity. In J. L. Garfield andNatural-Language . (ed.), Modularityin. Knowledge Representations Understanding MIT Press. ' , C., and Gelman, R. 1988. Preschoolers Massey ability to decidewhether pictured or unfamiliarobjectscan move themselves . Developmental 24: 307- 317. Psychology
Bibliography
219
Maurer, O. 1976. Infant visual perception: Methodsof study. In LB . Cohenand P. : FromSensation to Cognition , Vol. 1. Academic. Salapatek(eds.), InfantPerception : Implicationsfor cognitionand McClelland, J. L. 1989. Paralleldisbibuted processing : Implications development. In R. G. M. Morris (ed.), ParallelDistributedProcessing . Oxford University Press. andNeurobiology for Psychology McClelland, J. L. 1~ . Towarda theory of informationprocessingin graded, random, 14. interactivenetworks. AttentionandPerformance McClelland, J. L. 1991. Papergiven at meetingof Societyfor Researchin Child Development , Seattle. : Implications McClelland,J. L., andJenkins, E. 1~ . Nature, nurtureandconnectionism for connectionistmodelsfor cognitivedevelopment. In K. van Lehn (ed.), Architectures . Erlbaum. for Intelligence McClelland, J. L., Rumelhart, O. E., and the POPResearchGroup. 1986. ParallelDistributed : Explorations in theMicrostructure , vol. 2. Mit Press. of Cognition Processing . . M. . Conservation accidents 3: 341-350. and Donald son 1975 , , , J Cognition McGarrigle McManus, C., and Bryden, M. P. 1993.Theneurobiologyof handedness , languageand cerebraldominance: A model for the moleculargeneticsof behaviour. In M. H. andCognition : A Reader . Blackwell. Johnson(ed.), BrainDevelopment McManus, I. C. 1991. Evolution of a geneticbasisfor readingand writing within the historicaltime-period. Unpublishedmanuscript, UniversityCollegeLondon. McShane , J. 1979.The developmentof naming. Linguistics17: 879- 905. . Blackwell. McShane , J. 1991. CognitiveDevelopment . Blackwell. McTear , M. 1987. TheArticulateComputer Mehler, J., and Bertoncini, J. 1988. Development:A questionof properties, not change? Cognition115: 121- 133. : Beyondthe BloomingBuzzing Mehler, J., and Fox, R. (eds.), 1985. NeonateCognition . Erlbaum. Confusion Mehler, J., Lambertz, G., Jusczyk, P., and Amiel-Tison, C. 1986. Discriminationde la Academie desSciences Rendes 303, Serie languematemellepar Ie nouveau-n~. Comptes m: 637- 640. Meier, R. P., and Newport, EL . 1~ . Out of the handsof babes: On a possiblesign 66: 1- 23. advantagein languageacquisition. Language Meltzoff, A. N. 1988.Infant imitation and memory: Nine-month-oldsin immediateand deferredtests. ChildDevelopment 59: 217- 225. : The implicationsof Meltzoff, A. N. 1~ . Towardsa developmentalcognitivescience cross-modal matching and imitation for the developmentof memoryin infancy. ~ : 1- 37. Annalsof theNewYorkAcademy of Sciences Meltzoff, A. N., and Moore, M. K. 1977. Imitation of facialand manualgesturesby humanneonates.Science 198: 75- 78. Merriman, W. E., and Bowman, L. L. 1989. The mutual exclusivitybiasin children' s in ChildDevelopment 220. word learning. Monographs of theSociety for Research MooreD ., Benenson , M., and Kagan, J. 1987. Effect of , J., Reznick, S., Peterson ' auditory numericalinformation on infants looking behavior: Contradictoryevidence . . Developmental 23: 665 670 Psychology Morton, J. 1986. Developmentalcontingencymodelling. In P. van Geehrt(ed.), Theory . Elsevier. Psychology Buildingin Developmental Morton, J., andJohnson, M. H. 1991.CONSPECand CONLERN: A two- processtheory Review98: 164- 181. of infant facerecognition. Psychological Moshman, D. 1979.To really get ahead, get a metatheory.In D. Kuhn (ed.), Intellectual : NewDirections , Vol. 5. Jossey for ChildDevelopment Development BeyondChildhood Bass. Mounoud, P. 1986. Similarities between developmentalsequencesat different age : Reopening theDemte.Ablex. periods. In I. Levin (ed.), StageandStructure
220
Bibliography
Movellan, J. R., and McClelland, J. L. 1991. Learningcontinuousprobabilitydistributions with the contrastiveHebbianalgorithm. TR.PDP.CNS.91.2. Mundy, P., and Sigman, M., 1989.Thetheoreticalimplicationsof joint-attentiondeficits in autism. Development andPsychopathology 1: 173- 183. Nelson, K. 1973. Sb' uctureand strategyin learningto talk. Monographs of theSociety for Research in ChildDevelopment , no. 149. Nelson, K. 1986. EventKnowledge . Erlbaum. , StructureandFunctionin Development Nelson, K. 1988. Constraintson word learning? CognitiveDevelopment 3: 221- 246. Neville, H. J. 1991. Neurobiologyof cognitiveand languageprocessing : Effectsof early . InK . R. GibsonandA. C. Petersen(eds.), BrainMaturationandCognitive experience : Corn - CulturalPerspectives . Aldine deGruyter. Development ~ rativeandCross Newell, A. 1990. UnifiedTheories . HarvardUniversity Press. of Cognition Newport, E. L. 1981. Constraintson sb' ucture: Evidencefrom AmericanSignLanguage and languagelearning. In W. A. Collins (ed.), Aspects of theDevelopment of Competence : MinnesotaSym~ ia on ChildPsychology , vol. 14. Erlbaum. Newport, E. L. 1990. Maturationalconstraintson languagelearning. CognitiveScience 14: 11- 28. Newport, E. L., and Supalla, T. In press. A aitical period effectin the acquisitionof a . primary language. Science Nicolle, J. 1965. La Symitrie. PressesUniversitairesde France. Nicolich, L. M. 1977. Beyondsensorimotorintelligence: Assessmentof symbolicmaturity through analysisof pretendplay. Merill-PalmerQuarterly23: 89- 99. Nooteboom, S. 1980. Speakingand unspeaking: Detectionand correctionof phonologlcaland lexicalerrors in spontaneousspeech. In V. A. Fromkin (ed.), E~ in . Academic. LinguisticPerformance Norris, R., and Milian, S. 1991. Theory of mind: New directions. sodal Psychology seminar, University of Oxford. O' Connor, N., and Hermelin, B. 1984. Idiot savantcalendricalcalculators : Maths or Medicine14: 801- 806. memory? Psychological Olson, D. R. 1988. On the origins of beliefsand other intentionalstatesin children. In Theories J. Astington, P. L. Harris, and DR . Olson (eds.), Developing of Mind. CambridgeUniversity Press. Olson, D. R., Astington, J. W., and Harris, P. L. 1988. Introduction. In J. Astington, P. L. Harris, and DR . Olson (eds.), Developing Theories of Mind. CambridgeUniversity Press. Olson, D. R., and Bialystok, E. 1983. S~ tial Cognition . Erlbaum. : Developmental andEvolution . Cambridge Oyama, S. 1985. TheOntogenyof Infonnation Systems University Press. Parisi, D. 1990.Connectionismand Piaget'ssensory-motorintelligence.Paperpresented at conferenceon " Evolution and Cognition: The Heritageof JeanPiaget's episte" mology, Bergamo, Italy. -Leone, J. 1976. On learning and development, Pascual -style: D. A aitical Piagetian historicalanalysisof Geneva's researchprogramme. OlnadianPsychological Review 17: 270- 280. -Leone, J. 1987. Organismicprocesses for neoPascual Piagetiantheories: A dialectical causalaccountof cognitivedevelopment. International 22: 531Journalof Psychology 570. Pemberton , E. F., and Nelson, K. E. 1987.Usinginteractivegraphicchallengesto foster ' 13: 29- 41. young children s drawing ability. VisualArts Research
Bibliography 221 Perner,J. 1988.Developingsemanticsfor theoriesof mind: Frompropositionalattitudes . In J. W. Astington, P. L. Harris, and DR . Olson(eds.), to mentalrepresentation Theories of Mind. CambridgeUniversity Press. Developing Perner,J. 1991. Understanding theRepresentation I'll Mind. MIT Press. ' Perner,J., Leekam, S., and Wimmer, H. 1987.Threeyearolds difficulty with falsebelief: 5: 125The casefor a conceptualdeficit. BritishJournalof Developmental Psychology 137. Perner, J., and Wimmer, H. 1985. "Johnthinks that Mary thinks that . . ." : Attribution of second-order falsebeliefsby 5- to IO- year-old children. Journalof Experimental ChildPsychology 39: 437- 471. . CambridgeUniversityPress. Peters,A. M. 1983. TheUnitsof Language Acquisition Peterson , S. E., Fox, P. T., Posner, M. I., Mintun, M., and Raichle,ME . I989. Positron emissiontomographystudiesof the processingof singlewords. JournalofCognitive 1: 153-170. Neuroscience Petitto, A. L. 1978. MathematicalThinking in Tailorsand Merchantsin Ivory Coast. Doctoraldissertation, Cornell University. Petitto, L. A. 1987. On the autonomy of languageand gesture: Evidencefrom the . Cognition27: 1- 52. acquisitionof personalpronounsin AmericanSignLanguage Philips, W. A., Inall, M., and Lauder, E. 1985. On the discovery, storageand use of graphicdescriptions. In N. H. Freemanand M. V. Cox (eds.), VisualOrder: The . CambridgeUniversityPress. NatureandDevelopment PictorialRepresentation ' of of theWorld. Routledgeand KeganPaul. Piaget, J. 1929. TheChilds Conception Piaget, J. 1932. TheMoralJudgement of theChild. KeganPaul, TrenchTrubner. andImitationin Childhoc Nl. Routledge&t KeganPaul. Piaget, J. 1951. Play, Dreams . HumanitiesPress. . TheChild's Conception of Number Piaget,J. 1952a . TheOriginsof Intelligence in Children . InternationalUniversityPress. Piaget, J. 1952b . TheChild's Construction of Reality. Routledgeand KeganPaul. Piaget, J. 19S5a . TheLanguage andThoughtof theChild. Meridian Books. Piaget, J. 19S5b . Gallimard. Piaget, J. 1967. Biologieet Connaissance 162: 976-979. , and nativism. Science Piaget, J. 1968. Quantification, conservation ' ' l chez . B. . La ~ tation de 1948 and Inhelder , , , J Espace l Enftlnt. Presses Piaget Repr Universitairesde France. Piaget,J., and Karmiloff-Smith. A. 1990. Un casparticulierde sym~trie inf~rentielle. in sur lesCat~gories.PressesUniversitairesde France. J. Piaget(ed.), Recherches . A. Karmiloff Smith , , , , and Bronckart, J. P. 1978. Gen~ralisationsrelativea la J Piaget sur la ~ lisation. Presses pressionet a la reaction. In J. Piaget(ed.), Recherches Universitairesde France. Piatelli-Palmarini, M. 1989. Evolution, selection, and cognition: From " learning" to parametersettingin biology and the study of language.Cognition31: 1- 44. . Harvard University Pinker, S. 1984. Language Development Learnabilityand Language Press. Pinker, S. 1987.Thebootsb"appingproblemin languageacquisition. In B. MacWhinney . Erlbaum. (ed.), Mechanisms Acquisition of Language : TheAcquisitionof ArgumentStructure . MIT Pinker, S. 1989a . Learnabilityand Cognition Press. Pinker, S. 1989b . Rulesof language. Science 253: 530- 534. . Pinker, S., and Mehler, J. (eds.) 1988. Connectionismand symbol systems: Special edition. Cognition28. : Analysisof a Parallel Pinker, S., and Prince, A. 1988. On languageand connectionism DistributedProcessingmodelof languageacquisition. Cognition28: 73- 193.
Plunkett, K., and Marchman, V. 1991. Ushapedlearning and frequencyeffectsin a multilayeredperceptron: Implicationsfor child languageacquisition. Cognition38: 43- 102. Poizner, H., Klima, E. S., and Bellugi, U. 1987. WhattheHandsReveal arout theBrain. MIT Press. Posner, M. I., and Snyder, C. R. R. 1975. Facilitationand inhibition in the processing of signals. In P. M. A. Rabbitt and S. Dornic (eds.), Attentionand Performance . Academic. Posner, M. I., Peterson, S. E., Fox, P. T., and Raichle, ME . 1988. Localizationof - 1631. 240: 1627 cognitivefunctionsin the human brain. Science Premack, D. 1975. Putting a facetogether. Science 188: 228-236. Premack ! Or theFutureHistoryof theAnimalLanguage , D. 1986. Gavagai . MIT Controversy Press. Premack , D. 1988. " Doesthe chimpanzeehavea theoryof mind?" revisited. In R. Byrne and A. Whitten (eds.), Machiavellian . Clarendon. Intelligence Premack , D. 1990. Words: What are they, and do animalshavethem? Cognition37: 197212. Premack , D. 1991. " Doesthe chimpanzeehavea theoryof mind?" revisited. In R. Byrne and A. Whiten (eds.), Machiavellian . Oxford SciencePublications. Intelligence Premack, D., and Premack, A. J. 1983. TheMind of an Ape. Norton. Premack , D., and Woodruff, G. 1978. Does the chimpanzeehave a theory of mind? Behavioral andBrainSciences 1: 515- 526. Pylyshyn, Z. W. 1980.Computationand cognition: Issuesin the foundationsof cognitive science.Behavioral andBrainSciences 3: 111- 132. 70: 97- 122. Pylyshyn, Z. W. 1987. What' s in a mind? Synthese . MIT Press. Quine, W. V. O. 1960. WordandObject ' : Teasingand mucking about in the Reddy, V. 1991. Playingwith others expectations first year. In A . Whitten (ed.), NaturalTheories and , Development of Mind: Eoolution Simulationof Everyday . Blackwell. Mindreading Reichmann . CognitiveScience 2: 283- 327. , R. 1978. Conversationalcoherency Resnick, L. B. 1986.Thedevelopmentof mathematicalintuition. In M. Perlmutter(ed.), on IntellectualDevelopment : MinnesotaSymposia on ChildPsychology Perspectives , vol. 19. Er1baum Resnick, L. B., and Greeno, J. G. 1990. Conceptual growth of number and quantity . Unpublished manuscript . Restle, F. 1970. Theory of serial pattern learning : Structural trees. PsychologicalReview 77: 481- 495. Rilling, M . 1967. Number of responses as a stimulus in fixed interval and fixed ratio schedules. Journal of Comparativeand PhysiologicalPsychology63: 60- 65. Rilling, M ., and McDiarmid , C. 1965. Signal detection in fixed ratio schedules. Science 148: 526- 527. Ristau, 1988. Thinking ,
C.A. .InG. communicating and :Means to master the socia deceiving environment and E . Tobach eds . Eoolution Soci I Il Beluwio and , ( ) Greenburg of . Levels Erlbaum . Integrative .eds The ofmeaning inlanguage ,T.1987 .In S.Modgil and Roeper modularity acquisition . C . Noam : Consensus and . Falmer . , ( ) Modgil Chomsky Controversy Rolls .Theoretical and ,E.T.1991 of the functions ofthe neurophysiological analysis in . Cold Harbor ia in primate hippo campus Quantitativ memory Spring Sym ~ Biolog :995 55 -1006 . McClelland Rumelhart D . E . the PDP Research .1986 , Parallel , : ,J.t.in ,and Dis Group tn "buted the Microstructure .1..MIT Press . ,vol Processing Explorations ofCognition
Bibliography 223 Rutkowska,J. C. 1987. Computationalmodelsand developmentalpsychology. In J. C. . Wiley. andDevelopment Rutkowskaand C. Cook (eds.), Computation ' Rutkowska,J. C. 1991. Looking for ' constraints' in infants perceptual-cognitivedevelopment . Mind andLanguage 6 (3): 215- 238. Rutter, M. 1983. Cognitive deficits in the pathogenesisof autism. Journalof ChildPsychology 24: 513- 531. andPsychiatry Saxe , G. B. 1981. Body parts as numerals: A developmentalanalysisof numeration amongremoteOksapminvillage populationsin PapuaNew Guinea. ChildDevelopment 52: 306- 316. . Academic. Schaffer , H. R. (ed.). 1977. Studiesin Mother-InfantInteraction : An Inquiryinto Schank, R. C., and Abelson, R. P. 1977. Plans, ~ ls andUnderstanding . Erlbaum. HumanKnowledge Structures Schauble , L. 1990.Beliefrevisionin children: Therole of prior knowledgeand strategies 1: 31- 57. ChildPsychology for generatingevidence. Journalof Experimental , I. M. 1971. The grammarof sign languageand the problemof linguistic Schlesinger . Logos. in Psycholinguistics andSocialFactors universals. In J. Morton (ed.), Biological -Besserat Schmandt , D. 1977. An archaicrecordingsystemand the origins of writing . Studies1/2: 132. Syro-Mesopotamian -Besserat Schmandt , D. 1978. The earliestprecursorof writing . ScientificAmerican238: 38- 47. -Besserat Schmandt , D. 1981. From tokens to tablets: A revaluationof the so called " numericaltablets." Visible 15: 321- 344. Language Schmidt, H. H., Spelke, E. S., and LaMorte, X. 1986. The developmentof Gestalt perceptionin infancy. Paperpresentedat InternationalConferenceon Infant Studies , Los Angeles. : Is it a paradigmshift for psychology? Behaviour Schneider , W. 1987. Connectionism 19(2): 73- 83. andComputers Research Met~ , Instruments Schultz, T. R. 1991a . Simulatingstagesof humancognitivedevelopmentwith connec: Proceedings tionist models. In L. Birnbaumand G. Collins (eds.), MachineLearning . MorganKaufmann. of theEighthInternationalWorkshop . Unpublished -correlationmodelof balancescalephenomena Schultz, T. R. I991b. A cascade manuscript. Seidenberg , M. S. 1985. Evidencefrom great apesconcerningthe biologicalbasesof andConcept Learnability language.In A. Marrasand W. Demopolous(eds.), Language . Ablex. Acquisition : , M. S. 1992.Connectionismwithout tears. In S. Davis(eds.), Connectionism Seidenberg . Oxford University Press. TheoryandPractice , , symboliccommunication Seidenberg , M. S., and Petitto, L. A. 1987. Communication 116: 279- 287. and language.Journalof Experimental , General Psychology Selfe, L. 1985. Anomalousdrawing development: Someclinicalstudies. In N. H. Freeman and M. V. Cox (eds.), VisualOrder: TheNatureand Development of Pictorial . CambridgeUniversity Press. Representation Servan-Schreiber , D., Oeeremans,A., and McClelland, J. L. 1988.EncodingSequential Structurein SimpleRecurrentNetworks. Technicalreport CMU-c5-88-183, Computer -Mellon University. ScienceDepartment, Carnegie toMentalStrudure. CambridgeUniversityPress. Shallice , T. 1988.FromNeuropsychology Shatz, M. 1983. Communication. In P. H. Mussen(ed.), Hand~ k of ChildPsychology , . Wiley. vol. 3: CognitiveDevelopment Shiffrin, R. M., and Schneider , W. 1977. Controlled and automatichumaninformation processingD : Perceptualleaming, automaticattending, and a generaltheory. Review84: 127- 190. Psychological
224
Bibliography
Shipley, E. F., and Shepperson, B. 1990. Countableentities: Developmentalchanges. Cognition34: 109- 136. ' ? Erlbaum. Siegier, R. S. (ed.), 1978. Childrens Thinking: WhatDevelops R. S. . within and betweenconcepts.Monographs 1981 Siegier, Developmentalsequences in ChildDevelopment 46 (189). of theSociety for Research . Mechanismsof cognitivedevelopment.AnnualReviewof Psychology Siegier, R. S. 1989a 40: 453- 479. Siegier, R. S. 1989b. How domain-generaland domain-specificknowledgeinteract to producestrategychoices. Mem'll -PalmerQuarterly35 (1): 1- 26. Siegier, R. S., and Crowley, K. 1991. The microgeneticmethod: A direct meansfor 46 (6): ~ 20. studying cognitivedevelopment. AmerialnPsychologist NewStrategies . Erlbaum. Siegier, R. S., and Jenkins, E. 1989. HowChildrenDiscover Siegier, R. S., and Robinson, M. 1982. The developmentof numericalunderstanding. In H. W. Reeseand LP . Upsett (eds.), Admncesin ChildDevelopment andBehavior , vol. 16. Academic. Sigman, M., Mundy, P., Sherman, T., and Ungerer, J. 1986. Socialinteractionsof autistic, mentally retarded, and normal children and their caregivers . Journalof ChildPsychology andPsychiatry 27: 647- 656. Sinclair, H. 1971. Sensorimotoraction patternsas the condition for the acquisitionof : ModelsandMethods . syntax. In R. Huxleyand E. Ingrams(eds.), Language Acquisition Academic. Sinclair, H. 1987. Language: A gift of natureor a homemadetool? In S. Modgil and C. : Consensus andControversy . Falmer. Modgil (eds.), N~ m Chomsky Sinclair, A., Siegrist, F., and Sinclair, H. 1983. Youngchildren' s ideasaboutthe written number systems. In D. Rogersand J. Sloboda(eds.), TheAcquisitionof Symoolic Skills. Plenum. Skinner, B. F. 1953. Science andHumanBehaviour . Macmillan. Slater, A. 1988. Habituation and visual fixation in infants: Information processing , reinforcement, and what else? Cahiers dePsychologie Cognitive8: 517- 523. Slater, A. 1990.Sizeconstancyand complexvisualprocessingat birth. Posterpresented at Fourth European Conferenceon DevelopmentalPsychology , University of Stirling. Slater, A., and Bremner, J. G. (eds.). 1989. InfantDevelopment . Erlbaum. Slater, A., Earle, D. C., Morison, V., and Rose, D. 1985. Patternpreferencesat birth and their interactionwith habituation-induced novelty preferences . Journalof Experiment ChildPsychology 39: 37- 54. Slater, A., and Morison, V. 1991. Visual attentionand memoryat birth. In M. J. Welss and P. Zelazo(eds.), NewOOrnAttention. Ablex. Slater, A., Morison, V., and Rose, D. 1983. Perceptionof shapeby the newbornbaby. BritishJournalof Developmental 1: 135- 142. Psychology Slater, A., Morison, V., Somers, M., Mattock, A., Brown, E., and TaylorD . 1990. Newbornand older infants' perceptionof partly occludedobjects. InfantBehaviour andDevelopment 13: 33- 49. Slobin, D. I. 1973. Cognitive prerequisitesfor the developmentof grammar. In C. A. . Holt, Fergusonand D. I. Slobin (eds.), Studiesof Child LanguageDevelopment Rinehartand Winston. Slobin, D. I. 1985.Crosslinguisticevidencefor the language - makingcapacity.In Slobin, D. I. (ed.), Cross . Erlbaum. linguisticstudyof childlanguage Smith, L. 1989. In defenseof perceptualsimilarity. Paperpresentedat biennialmeeting of Societyfor Researchin Child Development, KansasCity.
Bibliography 225 . Constraints . Paperpresented onwordlearning , N., Carey , S., andSpelke , E. 1985 Sola in ChildDevelopment . at biennialmeetingof Societyfor Research , Toronto -Schulman . in defense Sokol ofamodular , S. M., Goodman , M. 1989 , R., andMcCloskey -processing . Journal architecture for the number of Experimental system Psychology 118,no. 1: 10S - 110. ofnumerical transformations . . Infants'understanding , C., andAdams , N. 1987 Sophian BritishJournal 5: 257-264. ofDevelopmental Psychology -lookingmethodsastoolsfor thestudyof cognitionin . Preferential , E. S. 1985 Spelke . In G. Gottlieb and N. A. Krasnegor (eds.), Measurement of Auditionand infancy Visionin theFirstYearofPostnatal . Ablex. Overoiew Life:A Methodological . Whereperceiving : Theapprehension endsandthinkingbegins of , E. S. 1988 Spelke in Infancy . Erlbaum . objectsin infancy.In A. Yonas(ed.), Perceptual Development . Principles . Cognitive Science 14: 29-56. of objectperception , E. S. 1990 Spelke . Physical in infancy:Reflections 's theory.In S. on Piaget , E. S. 1991 Spelke knowledge in Biology . andKnowledge oftheMind: Essays CareyandR. Gelman(eds.), Epigenesis Erlbaum . . Psychological Review , E. S., Breinlinger , K., Macomber , J., andJacobson , K. 1992 Spelke 99: 605-632. . Anthropology andpsychology : Towardsan epidemiology of representations , D. 1985 Sperber . Man20: 74-89. . Relevance : Communication andCognition . Blackwell . , D., andWilsonD. 1986 Sperber . . Discrimination of linguisticstressin earlyinfancy SpringD. R., andDale, P. S. 1971 andHearing Research 20: 224-232. Journal ofSpeech . Perception of numberby humaninfants. Science , P., andCooper , R. G. 1980 Starkey 200:1033 . - 1035 . Detection of 1-to-1 correspondences , P., Gelman , R., andSpelke , E. 1983 Starkey by . humaninfants.Science 210:1033 - 1035 's . Response to Davis,Albert&t Baron , P., Gelman , R., andSpelke , ES . 1985 Starkey . Detection of numberor numerousness 228:12221223 by humaninfants.Science . Detection of intermodalcorrespon , P., Spelke , E. S., andGelman , R. 1983 Starkey dences 222:179-181. by humaninfants. Science . Numerical abstraction , P., Spelke , E. S., andGelman , R. 1990 Starkey byhumaninfants. 36: 97- 127. Cognition . FromFolkPsychology . MITPress . Stich,S. 1983 toCognitive Science Stiles -Davies . Paperpresented at MacArthurWorkshop on theProduction of , J. 1987 Drawing , SanDiego. . ChildDevelopment Strauss . Infants'perception of numerosity , M. S., andCurtis, LE . 1981 52: 1146 - 1152 . in infancy . Strauss . Development of numerical , M. S., andCurtis, LE . 1984 concepts In C. Sophian(ed.), OriginsofCognitive . Erlbaum . Skills . Cognitive Streri, A., andSpelke . 1988 . Hapticperception of objectsin infancy , ES 20: 1- 23. Psychology Sullivan . Theeffectsof intonationoninfantattention : , J. W., andHorowitz,F. D. 1983 . Journal Theroleof therisingintonationcontour 10: 521 - 534. ofChildLanguage Swischer . Thelanguage characteristics of hyperverbal , L. P., andPinsker , , E. J. 1971 Medicine andChildNeurology 13: 746-755. children.Developmental hydrocephalic -Flusberg in . An analysisof discourse Tager abilityandinternalstatelexicons , H. 1989 a longitudinalstudyof autisticchildren. Paperpresented at BiennialMeetingof in ChildDevelopment for Research , Kansas Society Gty. -Flusberg , S., Nolin, T., Baumberger , T., Anderson , M., andChadwick Tager , H., Calkins -DiasA . 1990 . A longitudinalstudyof language in autisticand acquisition QiDisorders --_::DownSyndrome children.Journal 20: 1- 20. iopmenf 1"______1 ofAutismand-1NrJP
226
Bibliography
Tanz, C. 1980. Studiesin theAcquisitionof DeicticTerms . CambridgeUniversityPress. ' Taylor, M., and Gelman, S. A. 1988. Adjectivesand nouns: Children s strategiesfor new words. Child 59: 411 419 . learning Development Tew, B. 1979.The " cocktailparty syndrome" in childrenwith hydrocephalusand spina bifida. BritishJournalof Disorders 14: 89- 101. of Communication Thelen, E. 1989.Self- organizationin developmentalprocesses: Cansystemsapproaches work? In M. Gunnar and EThelen (eds.), Systems and Development . Minnesota , vol. 22. Erlbaum. Sym~ ium in ChildPsychology Thibadeau , R., Just, M. A., and Carpenter, P. A. 1982.A modelof the time courseand contentof reading. CognitiveScience 6: 157- 203. Tolchinsky-Landsmann, L. 1986. Uteracy developmentand pedagogicalimplications: Evidencesfrom the Hebrew written system. Paperpresentedto World Congress of InternationalReadingAssociation, London. Tolchinsky-Landsmann, L. 1990. Early writing development: Evidencefrom different . orthographicsystems. In M. Spoolders(ed.), LiteracyAcquisition ' Tolchinsky-Landsmann, L., and Karmiloff-Smith. A. 1992. Children s understanding of notations as domains of knowledge versus referential-communicativetools. 7, no. 3. CognitiveDevelopment : An agerelated Tolchinsky-Landsmann, L., and Levin, I. 1985. Writing in preschoolers 6: 319- 339. analysis. AppliedPsycholinguistics Tolchinsky-Landsmann, L., and Levin, I. 1987. Writing in four to six yearsold: Representation of semanticand phonetic simi1aritiesand differences. Journalof Child 14: 127- 144. Language Tollefsrud-Anderson, L., Campbell, R. L., Starkey, P., and Cooper, R. G. I992. Number : Distinguishingquantifier from operatorsolutions. In C. Meljacand conservation . Erlbaum. to Number J. Bideaud(eds.), Pathways Trevarthen, C. 1987. Sharing makessense: Intersubjectivityand the making of an infant' s meaning. In K. Steeleand T. Threadgold (eds.), Language : Essays in Topics Honourof MichaelHalliday. Benjamins. Tunmer, W. E., Bowey, J. A ., and Grieve, R. 1983.Thedevelopmentof youngchildren's awarenessof the word as a unit of spoken language. Journalof Psycholinguistic Research 12: 567- 594. Turkewitz, G., and Kenny, P. A. 1982. Limitations on input as a basis for neural organizationand perceptualdevelopment: A preliminary theoreticalstatement. 15: 357- 368. Developmental Psychobiology in the developmentof language Tyler, L. K. 1981. Syntacticand interpretativefactors . In W. Deutsch(ed.), TheChild'sConstruction . Academic. comprehension ofLanguage es: The online interpretation Tyler, L. K. 1983. The developmentof discoursemappingprocess on anaphoricexpressions . Cognition13: 309- 341. Tyler, L. K. 1988.Spokenlanguagecomprehensionin a fluent aphasicpatient. Cognitive 5: 375- 400. Neun7psychology : An Experimental to Disordered Tyler, L. K. 1992. Spoken Language Comprehension Approach andNormalprocessing . MIT Press. Tyler, L. K., and Marslen-Wilson, W. D. 1978.Somedevelopmentalaspectsof sentence 5: 113- 129. processingand memory. Journalof ChildLanguage ' Tyler, L. K., and Marslen-Wilson, W. D. 1981. Children s processingof spokenlanguage . Journalof VerlNilLearningandVermlBehaviour 20: 400- 416. Udwin, 0 ., Yule, W., and Martin, N. 1987. Cognitiveabilitiesand behaviouralcharacteristics of children with ideopathicinfantile hypercalcaemia . Journalof ChildPsychology andPsychiatry 28: 297- 309.
Bibliography
227
Udwin, 0 ., and Yule, W. 1991. A cognitive and behaviouralphenotypein Williams 2: 232- 244. Syndrome. Journalof Cliniall andExperimental Neuropsychology Valian, V. 1986. Syntacticcategoriesin the speechof young children. Developmental 22: 562- 579. Psychology Valian, V. 1990. Null subjects: A problem for parameter-setting models of language acquisition. Cognition35: 105- 122. Van Geehrt, P. 1991. A dynamic systemsmodel of cognitive and languagegrowth. Review98: 3- 53. Psychological Van Sommers, P. 1984. Drawingand Cognition : Descriptive and Experimental Studiesof Process es. CambridgeUniversity Press. GraphicProduction -nl. Delalchaux&; Niest1 Vinter, A . 1984. L'ImitationchezIeNouveau ~. Vinter, A . 1986. The role of movementin eliciting early imitation. ChildDevelopment 57: 66-71. von Glaserfeld, H. 1982. Subitizing: The role of figural patternsin the developmentof numericalconcepts. ArchivesdePsychologie 50: 191- 218. L. . 1962 and . MIT . Press , Vygotsky Thought LAnguage WardenD . A . 1976.Theinfluenceof contexton children' s useof identifyingexpressions and references . BritishJournalof Psychology 67: 101- 112. Waxman, S. R. 1985. Hierarchiesin Oassificationand Language: Evidencefrom Preschool Children. Doctoraldissertation, University of Pennsylvania . Wellman, H. M. 1983. Metamemoryrevisited. In M. T. H. Chi (ed.), Trendsin Memory . Karger. Development Wellman, H. M. 1988. First stepsin the child' s theorizing about the mind. In J. W. Theories Astington, P. L. Harris, and DR . Olson (eds.), Developing of Mind. Cambridge University Press. ' Wellman, H. M. 1990. TheChilds Theoryof Mind. MIT Press. Wellman, H. M., and Miller, K. G. 1986. Thinking about nothing: Developmentof 4: 31- 42. conceptsof zero. BritishJournalof Developmental Psychology Wilks, Y. 1982. Machines and Consciousness . Report CSCM-8, Cognitive Studies Centre, University of Essex. Wil Iats, J. 1977. How children learn to draw realistic pictures. QuarterlyJournalof 29: 367- 382. Experimental Psychology Wil Iats, P. 1989. Developmentof problem-solving. InA . SlaterandJ. G. Bremner(eds.), . Erlbaum. InfantDevelopment Wimmer, H., Hogrefe, J., and Sodian, B. 1988.A secondstagein the child' s conception of mentallife: Understandinginformationalaccessasa sourceof knowledge. In J. Theories Astington, P. Harris, and D. Olson (eds.), Developing of Mind. Cambridge University Press. Wimmer, H., and ferner , J. 1983.Beliefsaboutbeliefs. Representation and constraining functionof wrong beliefsin youngchildren' s understandingof deception. Cognition 13: 103- 128. Winner, E., and Gardner, H. 1977. The comprehensionof metaphorin brain damaged - 729. patients. Brain100: 717 ' Wynn, K. 1990. Children s understandingof counting. Cognition36: 155- 193. Zaitchik, D. 1990.Whenrepresentationsconflictwith reality: Thepreschooler ' s problem with falsebeliefsand " false" photographs. Cognition35: 41- 68. Zaitchik, D. 1991. Is only seeingreallybelieving? Sourcesof true beliefin the falsebelief task. CognitiveDevelopment 6 (1): 91- 103. Zaslavsky, C. 1973. AfricaCounts.Prindle, Weber&; Schmidt.
Index
- ... - ... .. .- . -
-
- . .... ..- - . .- -
... .. - .... . . . -
- - -- -
- - ..- - - .- - . - - - - - -
Abnomtaldevelopment - 122 , 8, 117,120 , - 138,148 130 , 137 , 168-171 Abrahamsen , A., 28, 176,177 , 180 Actionandreaction , 81 Adult cognition , 3, 18, 26, 27 Anderson , J. R., 3 Animate distinction / inanimate , 79-82, 120 Antell, E., 96 Articles of, 54-60 , acquisition , J., 133 Astington Au, T. K., 105 - 138, Autism,8, 117 , 120-122 , 130 , 137 168 , 170 , 178 Backpropagation , R., 33, 74-76, 77, 82 Baillargeon Baron - Cohen , S., 122,130,136 Bates , E., 122 , 173 , 176 Bechtel , W., 28, 176 , 177 , 180 Behavioral , 19-20, 173 change Behavioral , 16, 24, 25, 26, 47, 51, mastery - 182 55, 56, 149 , 154-157 , 170 , 179 , 181 , 192.SeealsoRRmodel Behaviorist viewof development , 7-8, 25, 51 Beilin,H., 173 Belief / desirepsychology , 130-132 , V., 35, 140 , 169,171 Bellugi -Zhabotinskii Belousov autocatalytic chemical reaction , 178 Bever , T. G., 94, 109 , 184 , E., 107 , 140 , 14} Bialystok Blind, andlanguage learning , 41, 46 Bloom , L., 38, 42 Bloom , P., 44-45 , F., 155 Bolger
--
.-
--
-
Bootstrap ping, semanticand syntactic, 45- 47 Brain activationstudies, 5, 71 Brain damage in adults, 8, 147, 169 in children, 117, 120-122, 130, 137- 138, 148, 168- 171 Brain growth and stages , 168 Broughton, J., 117 Brown, A. L., 120 Broner, J. S., 2, 121, 122, 162 Bryant, P., 94, 101- 103 Butterworth, G., 76, 121, 122
, S., 16, 40, 41, 82, 111 , 118 , 120 Carey Carraher , T. N., 107 , 108 Centralsystems , 3-4 Chandler , M. J., 117 , 118 , 133 , J. P., 10, 15 Changeux
Chiat, S., 39 Child, as conceptformer, 28-29 Children, study of, 28 , 1, 11, 31, 62, 63, 124- 125, Chimpanzee 139, 167, 191- 192. SeealsoNonhuman species Chomsky, N., 9, 10, 15, 34, 44, 62, 72 Clark, A., 27, 28, 189, 1~ Clark, E. V., 40, 41 Closed-dasswords, 51- 54 Cognitiveimpenetration.SeeInformational encapsulation Cohen, S., 155 Cole, M., 108, 122 Commonsensepsychology , 117, 120, 135 nativist view of, 120
230
Index
of development simulations Computer 175 , symbolicapproach - 176 , 176-1~ connectionist approach Connectionism of, 176-179 basicarchitecture - 182 andbehavioral , 181 mastery 183 181 180 178 of, , , , 186-1~ criticisms anddomainspecificity , 180-181 , 186-188 andexplicitrepresentations - 186 , 182 andimplicitrepresentations " " 180 maturational , and change andnativism , 180 to knowledge access , 4, 15-17, Conscious - 188 22, 23, 26, 48-54, 58, 155,187 box, 1~ Consciousness Conspecificrecognition , 118-121 Constraints deterministic , 43 on development , 11- 12 on language , 35 , 43 probabilistic , 20, 24, on representational redescription 156,157,167,188 on semantics , 40 on syntax , 43-45 on writingandnumber , 145 Constructivism , 9-11, 166,171,176 Counting , principlesof, 100-103 Crain, S., 44 Cromer , R., 35, 162 , 6, 9, 16, Creativityof humancognition - 193 20, 32, 33, 43, 156 , 163-164,191 Culture,I22- 123
, 171 of abnormal development andconnectionism , 180-181 son, M., 93 Donald DownSyndrome , 8, 170 vs. , 143-145 writing Drawing , , 179,185, 176 , 173 systems Dynamical 187,1~ , drivefor, 23 Economy - 186 Elman , J., 178,180,182 9 , properties, 173 Emergent , 15, 18, provokedchange Endogenously 25, 152,164 Environment , roleof, S, 9, 10, 15, 37, 41, 119,122 , 142,164,184,188-189,192 , , 172 , 9, 10, 15, 122,123,171 Epigenesis 176 , 77 schizophrenia Epistemological Estes , D., 118 , 15, 18, provokedchange Exogenously 25-26, 152,164 , for studyof inparadigms Experimental fants,12- 15, 142 , 16-18, 22, 58, Explicitrepresentations - 134 , 132 , 145-146,154,155 , 136-137 186-189 , 191,192
Facerecognition , 169 , 8, 118 - 133 , 135 Falsebelief, 22, 131 Farah , M., 169 Feldman , H., 38, 166 Ferreiro , 34, 141,144 Flavell , 133 , J., 117 , 6, 9, 16, Flexibilityof humancognition 192 186 163 43 156 33 32 , 20 , , , , , , 121 G. Dawson , , flow diaFlowcharts , andinformation Deaf,10, 38, 39, 49, 140 1~ 175 125 , 124 , in nonhuman , grams Deceit , species , , 180 Fodor , J. A., 1- 5, 10, 117,120,166 , 128 representations Decoupled 193 189 131 117 D. Dennett , , , , Fodor , J. D., 44 Diamond , A., 77 , L., 133 functionsof linguisticmarkDiscourse Forguson Freeman , N., 163,164 ers, 60-62 - 103 , 0 ., 101 of, 61-62, 188 Frydman knowledge metalinguistic 101 K. C. Fuson , , , 177178 Distributedrepresentations Domain , 6, 165-166.SeealsoMicrodomain , , 103 Gallistel , C. R., 3, 91, 95, 99-101 139 114 113 1~ 108 104 , , 2 , , , of view , , Domain development -general Gardner , H., 169 7-8, 32- 35, 91, 118,141 , 166,179 , R., 8, 80-81, 88, 91, 94-96, 99, Gelman -specificviewof developmentS Domain 106,108-110,120 , 166 8-9, 32, 35-40, 67- 74, 96-98, 118-121, Gender , 181 , grammatical 142,165
Index 231 Inter-representational Generalprinciplesof development , vs. flexibility, 20, 22, 156, 157 mechanisms 175 , specific Geneticunfolding, vs. epigeneticdynamics , M. H., 4, 10, 15, 72, 118 , 172 , 5, 10, 11 Johnson - 122 Gerhart, J., 129, 133 , 121 Jointattention
Gerken , L. A., 54-55 Gestaltprinciplesof perception , 68-70 Gesture , 38-40 , vs. signlanguage Gillieron , C., 162 , 163 Gleitman , L., 38, 40, 45-47 Gold, R. S., 95 Goldin-MeadowS., 38 Gomez , J. C., 125-126 , A., 133 Gopnik Grammatical knowledge -
in children, 31- 33, 48-50, 63, 169 in connectionistsystems , 182- 186 Grant, J., 170, 171 Gravity and support relations in connectionistsimulations, 188 infants' sensitivityto, 73, 83 older children's understandingof, 82- 86 Greenfield, P. M., 162 , W. T., 172 Greenough Habituation/ dishabituationparadigm, 12- 14, 142 Hall, DoGo, 40, 43, 105 Harris, PoLo , 76 Hermelin, Bo, 16, 1~ Hirsh-Pasek , Ko, 38, 44, 45 Horn, Go, 118, 119 Hoyies, Co, 91 Hughes, Mo, 107, 144 Humor, in infancy, 122 ) Hybrid models, 1CX Idiots-savants , 8, l48 formats Image-schematicrepresentational , 41- 42, 47, 78 , 16- 18, 22, 57, Implicit representations 58, 145- 146, 154, 155, 161- 162, 165, 179, 182- 186, 189 Imprinting , 118- 119 Infants' knowledge, representational statusof. 77- 78. 165 Infants' sensitivityto native tongue, 36Informationalencapsulation , 2, 180 Inhelder, B., 83, 84, 163 Innatepredispositions , 1, 5
, P. W., 37, 176 Jusczyk
-Smith,A., 28, 38, 49, 52, 55, ~ Karmiloff 62, 83, 84, 87, 88, 92, 107 , Ill , 140 , 143, 145 , , 155 , 158 , 169,171 , 181 , 151,152 185 Katz, N., 44 Kazak , S., 130 Klahr, D., 16, 28, 94, 173,175 , 176 Klima, E., 140 , 171 Klin, A., 120 , diff ~r@nt forms Knowledge acquisition of, 15-16 Kuhn, D., 16, 173 Kuhn, T., 86 Lachter, J., 184 Landau, B., 46 Ian ~ ge of thought, 4
Laszlo , J., 140 - 129 Leslie , 135-137 , , A. M., 117 , 118,127 167 li , K. , 155 Linguisticinput, vs. otherauditory input, 36 encoded , representations Linguistically 23, 132,162 , 182 , 189 , 192 Loca Iist representations , 177 , Bo, 173 MacWhinney Mandler, Go, 99
Mandler , J. M., 33,41-42, 70,71,76-79, 141 Maratsos , M., 55 Marchmann , V., 180 Markman, E. M., 40, 42- 43, 93, 105 Marler, P., 10, 165, 191, 193 Marshall, J., 148 Marslen-Wilson, W. D., 6, 61
, Co , 80-81, 120 Massey McClelland , , 176 , 177 , 178 , 188 , JoLo, 173 189 Mt Shane , J0' 42 of development Mechanisms , VSogeneral
, 175 principles Mehler , J., 27, 36,37, 176
232 Index Meltzoff, A. N., 33, 167 Mentalstates, 117, 122, 124 Mental-stateverbs, 126- 127, 129, 133 Mental world, vs. physicalworld, 118, 120, 121 , 22, 23, 31, 134- 135, 169 Metacognition , 31- 33, 48-50, Metalinguisticawareness 63, 169 Metalinguisticcomponentto experiments , 52- 53 es, 154 Metaproceduralprocess , 127, 135- 136 Metarepresentation , 148- 155 Microdevelopmental change Microdomain, 6, 18, 189
, 67- 72 Objectperception , 65-66, 74 Objectpermanence -basedlearning, 41, 46 Observation Off-line reflection, 52, 53, 170 Olson, D. R. , 117, 128, 133, 140 On-line processing , 4, 21, 26, 27, 48, 52, 53, 169- 171, 173, 188, 1~ Open-classwords, 51- 54 Ostensivedefinitions, 42- 43, 46 , 10 Output Systems Oyama, S., 10
Parisi , D., 173 POP paralleldisbibutedprocessing , 176-178 , preposterous developmental postulates 176 Modules , 177 promisingdevelopmental postulates and connectionism Pemberton , 181 , E., 164 Fodoriandefinition of, 1- 4, 129 Perner , J., 131 , 133-137,155 , 167 , 169 , vs. processof modulariza- Peters , A., 51 prespecified tion, 4- 6, 9, 10, 32, 36, 37, 40, 96, 119, 120, Petitto , L. A., 38-39 129, 148, 166, 169, 181 Phase modelof development , 6-7, 18, and theoryof mind, 120 24-25 Morton, J., 118, 119, 172, 176 , J., andPiagetian , 2, 5, 7Piaget theory Muller-Lyer illusion, 2- 3 12, 18, 33, 65-66, 74-77, 81, 84, 91, 92, 98, 108 , 109 , 117 , 118 , 120 , 126 , 128 Multiple encoding , , 23, 32, 54, 59, 60, 182, - 173 187, 189- 190, 192 129 , 141 , 151 , 163 , 165-168 , 171 Piano -playing Mundy, P., 121 , andcognitivedevelopment , 16 -Palmarini Nativism, 1, 5, 9, 10, 179, 193. Seealso Piatelli , M., 15, 176 Pinker , S., 46, 176 Predispositions Nelson, K., 42, 176 , 4, Plasticityof earlybraindevelopment Neo- Piagetians 10, 172 , l80 , 191 Neuropsychology Playwith knowledge of adults, 8, 169 Plunkett , K., 180 of brain- damageddeaf signers, 39 Poizner , H., 10 deficits , 8, 168- 171 , 137 , 170 developmental Pragmatic Neville, H. J., 4, 10 , 1, 5, 15, 35, 165 , 166 Predispositions andconnectionism , 179 Newport, E., 39, 49 Nonhumanspecies Preference for mother ' s voice,120 , 3, 31, 118- 119, 124126, 129, 139, 172, 191- 193 Prererence for nativetongue , 36-37 Nonlinearsystems Preferential , 178- 179 , looking/listeningparadigm and learning, 178 14, 38, 44, 45, 120 's and representation Preliterate , 178 children / prenumerate production Norris, R. , 130 , 143-145 Notation Premack , D., 11, 62, 112 , 117 , 118 , 120 , - 193 as communicative-referential tool , 144, 124 , 129 , 162 , 167 , 192 - 129 - 134 146 Pretendplay, 22, 33, 127 , 132 as domain of knowledge , 144 - 147 Pretend writinganddrawing , 143-144 vs. representation, 139 -component , 185 Principal analysis
Index 233 Print-out facility, 139, 140 , 3, Procedurallyencodedrepresentations 16, 17, 20, 24, 38, 48, 49, 53, 57, 156157, 161- 162 Product, vs. process , 144, 163 Productionsystems , 176 Propositionalattitudes, and proposi-
- 135 tionalcontents , 127 Protodeclaratives , 122 , 126 - 122,126 , 121 Protoimperatives , Z. W., 2 Pylyshyn
Quantification,of intuitive physics, 88- 89 Reddy, V., 123 . SeeCompressed Reducedredescriptions representations Reichmann , R., 61 Redescription(RR) Representational model, 15-26, 41- 42, 155- 157, 167, 187188 Resnick , L. B., 1~ , 109, 111 Ristau, C. A., 124 Rubik's cube, and cognitivedevelopment , 16- 17 Rumelhart, D. E., 177 Rutkowska , J. C., 27
Schank , R., 176 Schultz , T., 180,188
Second - orderrepresentations , 127- 129 M. 62 , Seidenberg , Selectiveimpairment, 147 Self-repairsin language , SO ,~ 1 Semanticconstraints , 40- 43 Sensorimotorrepresentations , 10- 12, 3335, 45 Sentence -to-world mappings, 47 , 162- 163 Sequentialconstraints Shallice , T., 8, 169 Shatz. M.. 155
, 172 , 188 , R. S., 84, 87, 94, 102 Siegier , M., 121 Sigman , 38-39, 49, 140 Signlanguage Sinclair , A., 107 , 144 Sinclair , H., 34, 35, 107 Slater , A., 13, 70, 72, 76, 142 Slobin , D. I., 57 Smith,L., 80 , E. S., 8, 10, 26, 67, 70-73, 77, 105 Spelke , D., 137 Sperber
-Flusberg Tager , H., 121 Tanz.C.. 39. 55 Task-specificlearning , 188 , A., 141 Teberosky Thelen, E., 10, 173, 178 Thematicsubjectconstraint, ~ 2 , 53, Theory-building, 16, 21, 31, 49, SO 63, 77- 79, 81, 84- 88, 137- 138, 173 Theoryof mind domain-generalview of, 134- 136 domain-specificview of, 118- 121 and generaltheory building, 137- 138 as module, 128- 129 in nonhumanspecies , 124- 126 Piagetianview of, 118 and role of language , 129-130 , L., 107, 140, 142Tolchinsky-Landsmann 145 Tollefsrud-Anderson, L., 94, 1~ Trevarthen,C., 122 Tyler,. L. K., 6, 61, 169 Udwin, 0 ., 35, 169
V -shaped developmental curve , 1~ 20, 49
Valian, V., 38 van Geehrt, P., 176 -59,155 Verballystatableknowledge, 58 Violation
234 Index Violation (continued ) of expectationsin humor, 123 of veridicaldescripti Qnsof the world, 132 of written and numbersystems , 145- 147 Vygotsky, L., 122 Verbalreport, 22- 23, 182, 187. Seealso Metacognition von Neumannarchitecture , 178
., 55 WardenD Wellman , H. M., 111 , 133
Willats,P., 76 WilliamsSyndrome , 8, 147 , 168-171 . , 137 WilsonD Wimmer , H., 131 , 133 's knowledge Word, children metalinguistic of, 51- 54, 187 Word learning, constraints on, 40- 43
Word order. vs. serialorder. 44- 45 Wynn, K., 101- 102 Zaitchik, D., 130
