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What is included with this book?
| Series Foreword | |
| Preface | |
| Taking Development Seriously | |
| Is the Initial Architecture of the Infant Mind Modular? | |
| Prespecified Modules versus a Process of Modularization | |
| What Constitutes a Domain? | |
| Development from a Domain-General Perspective | |
| Development from a Domain-Specific Perspective | |
| Reconciling Nativism and Piaget's Constructivism | |
| The Notion of Constraints on Development | |
| New Paradigms for Studying Young Infants | |
| Beyond Domain-Specific Constraints: The Process of Representational Redescription | |
| The RR Model | |
| The Importance of a Developmental Perspective on Cognitive Science | |
| The Importance of a Cognitive Science Perspective on Development | |
| The Plan of the Book | |
| The Child as a Linguist | |
| Language Acquisition as a Domain-General Process: The Piagetian Infant | |
| Language Acquisition as a Domain-Specific Process: The Nativist Infant | |
| The Infant's and the Young Child's Sensitivity to Semantic Constraints | |
| The Infant's and the Young Child's Sensitivity to Syntactic Constraints | |
| The Need for Both Semantic and Syntactic Bootstrapping | |
| Beyond Infancy and Early Childhood | |
| The RR Model and Becoming a Little Linguist | |
| From Behavioral Mastery to Metalinguistic Knowledge about Words | |
| From Behavioral Mastery to Metalinguistic Knowledge of the Article System | |
| Beyond the Word and the Sentence | |
| From the Nativist Infant to the Constructivist Linguist | |
| The Child as a Physicist | |
| Understanding the Physical World: The Piagetian Infant | |
| Understanding the Physical World: The Nativist Infant | |
| Constraints on Object Perception in Early Infancy | |
| Understanding Object Behavior: Innate Principles and Subsequent Learning | |
| Rethinking Object Permanence | |
| The Representational Status of Early Knowledge: Do Infants Have Theories? | |
| Becoming a Little Theorist | |
| From Behavioral Mastery to Metacognitive Knowledge about the Animate/ Inanimate Distinction | |
| From Behavioral Mastery to Metacognitive Knowledge about Gravity and the Law of Torque | |
| Representational Redescription and Theory Building | |
| The Child as a Mathematician | |
| Number Acquisition as a Domain-General Process | |
| Challenges to Piaget's View | |
| Number Acquisition as a Domain-Specific, Innately Guided Process | |
| The Role of Subitizing: Perceptual or Conceptual? | |
| Constraints on Learning How to Count | |
| The Representational Status of Early Number Knowledge | |
| Learning the Language of Counting and Mathematics | |
| Is Mathematical Notation Essential to Number Development? | |
| Reconciling Domain-Specific Counting Principles with the Failure to Conserve: Cultural Universals | |
| Becoming a Little Mathematician | |
| Metamathematical Knowledge: The Child's Changing Theory about Number | |
| Number in Nonhuman Species | |
| The RR Model and Number Representation in the Human Child | |
| The Child as a Psychologist | |
| The Piagetian View of the Child as a Psychologist | |
| The Domain-Specific View: Infancy Prerequisites to a Theory of Mind | |
| What Conspecifics Look Like | |
| How Conspecifics Interact | |
| Theory of Mind in Nonhuman Species | |
| What Is Special about Theory-of-Mind Computations? | |
| The Toddler's Theory of Mind | |
| Is Language Essential for Distinguishing Propositional Attitudes from Propositional Contents? | |
| The Child's Developing Belief/Desire Psychology | |
| The RR Model and Changes in Children's Theory of Mind | |
| Should Theory of Mind Be Set in a Broader, Domain-General Context? | |
| Is Theory of Mind Just Like Any Other Theory-Building Process? | |
| The Child as a Notator | |
| Does Precedence Imply Derivation? | |
| Notation from a Domain-General Perspective | |
| A Domain-Specific Approach to Notation | |
| Preliterate and Prenumerate Children's Notational Competence | |
| The RR Model and Early Notational Skills | |
| Biology versus Culture: The Paradox of Notational Systems | |
| Using the Notational Domain to Probe the RR Model and Microdevelopmental Change | |
| The Importance of Behavioral Mastery | |
| Constraints on Representational Redescription | |
| Implicit Representations and Their Procedural Status | |
| RR and the Progressive Relaxation of Sequential Constraints | |
| Exogenously Driven and Endogenously Driven Change | |
| Nativism, Domain Specificity, and Piaget's Constructivism | |
| Domain Specificity and Piagetian Theory | |
| Domain Specificity and Abnormal Development | |
| What Is Left of Piagetian Theory? | |
| Modeling Development: Representational Redescription and Connectionism | |
| Soft-Core and Hard-Core Approaches to the Modeling of Development | |
| The Basic Architecture of Connectionist Models | |
| Nativism and Connectionism | |
| Domain Specificity and Connectionism | |
| Behavioral Mastery and Connectionism | |
| Implicit Representations and Connectionism | |
| Explicit Representations and Connectionism | |
| What Is Missing from Connectionist Models of Development? | |
| There'll Be No Flowcharts in This Book! | |
| Concluding Speculations | |
| Notes | |
| Bibliography | |
| Index | |
| Table of Contents provided by Publisher. All Rights Reserved. |
The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any access cards, study guides, lab manuals, CDs, etc.
The Used, Rental and eBook copies of this book are not guaranteed to include any supplemental materials. Typically, only the book itself is included. This is true even if the title states it includes any access cards, study guides, lab manuals, CDs, etc.
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