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The Scientist in the Crib: What Early Learning Tells Us About the Mind

by
Edition:
1st
ISBN13:

9780688177881

ISBN10:
0688177883
Format:
Paperback
Pub. Date:
3/13/2010
Publisher(s):
HarperCollins Publications

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What version or edition is this?
This is the 1st edition with a publication date of 3/13/2010.
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Customer Reviews

The best book on babies I've read! I really loved it.  May 3, 2011
by


This is a beautifully crafted piece of writing. If you don't believe that it is possible to know what a baby is thinking, you will be fascinated at the clever experiments that have been constructed to tease out information from a baby's brain. A wise and wonderful text book I have recommended to friends, and I've been thanked for recommending it.






The Scientist in the Crib: What Early Learning Tells Us About the Mind: 5 out of 5 stars based on 1 user reviews.

Summary

This exciting book by three pioneers in the new field of cognitive science discusses important discoveries about how much babies and young children know and learn, and how much parents naturally teach them. It argues that evolution designed us both to teach and learn, and that the drive to learn is our most important instinct. It also reveals as fascinating insights about our adult capacities and how even young children -- as well as adults -- use some of the same methods that allow scientists to learn so much about the world.

Filled with surprise at every turn, this vivid, lucid, and often funny book gives us a new view of the inner life of children and the mysteries of the mind.

“An excellent book...it should be of interest to anyone curious about the human mind and its origins.” -The Chicago Tribune

“Meticulously researched, combining charm and erudition, humor and humanity, The Scientist in the Crib...should be placed in the hands of teachers, social workers, therapists, policymakers, expectant parents and everyone else who cares about children.” -The Washington Post

The Scientist in the Crib is a triumph, a clear-headed account of the kinds of things that go on in the heads of young children....This book speaks in the voice of intelligent parents talking to other intelligent parents--witty, rather personal, and very well informed.” -T. Berry Brazelton, MD, Harvard Medical School

“This book is a valuable addition to parents’ libraries...After reading it, parents can be enthralled as they watch their new babies imitate and learn the ‘rules’ of communication and speech learning. What an interesting book by three eminent ‘baby watchers!’’-T. Berry Brazelton, MD, Harvard Medical School

“This book is at once a masterful synthesis of the latest findings about the minds of children and a provocative argument that young children resemble practicing scientists. Few books about human development speak so eloquently to both scholars and parents.” -Howard Gardner, Ph.D., author of Intelligence Reframed: Multiple Intelligences in the 21st Century

Table of Contents

Preface and Acknowledgments vii
Ancient Questions and a Young Science
1(22)
The Ancient Questions
4(2)
Baby 0.0
6(4)
The Other Socratic Method
10(1)
The Great Chain of Knowing
11(3)
Piaget and Vygotsky
14(6)
The New View: The Computational Baby
20(3)
What Children Learn About People
23(37)
What Newborns Know
25(7)
The Really Eternal Triangle
32(3)
Peace and Conflict Studies
35(5)
Changing Your Point of View
40(2)
The Conversational Attic
42(2)
Learning About ``About''
44(3)
The Three-Year-Old Opera: Love and Deception
47(4)
Knowing You Didn't Know: Education and Memory
51(1)
How Do They Do It?
52(8)
Mind-Blindness
53(2)
Becoming a Psychologist
55(2)
When Little Brother Is Watching
57(3)
What Children Learn About Things
60(32)
What Newborns Know
64(6)
The Irresistible Allure of Stripes
64(1)
The Importance of Movement
65(2)
Seeing the World Through 3-D Glasses
67(3)
The Tree in the Quad and the Keys in the Washcloth
70(3)
Making Things Happen
73(6)
Kinds of Things
79(4)
How Do They Do It?
83(9)
World-Blindness
84(1)
The Explanatory Drive
85(3)
Grown-ups as Teachers
88(4)
What Children Learn About Language
92(41)
The Sound Code
94(3)
Making Meanings
97(2)
The Grammar We Don't Learn in School
99(3)
What Newborns Know
102(8)
Taking Care of the Sounds: Becoming a Language-Specific Listener
106(4)
The Tower of Babble
110(2)
The First Words
112(5)
Putting It Together
117(3)
How Do They Do It?
120(13)
Word-Blindness: Dyslexia and Dysphasia
120(2)
Learning Sounds
122(3)
Learning How to Mean
125(3)
``Motherese''
128(5)
What Scientists Have Learned About Children's Minds
133(41)
Evolution's Programs
134(5)
The Star Trek Archaeologists
139(4)
Foundations
143(4)
Learning
147(17)
The Developmental View: Sailing in Ulysses' Boat
149(4)
Big Babies
153(2)
The Scientist as Child: The Theory Theory
155(7)
Explanation as Orgasm
162(2)
Other People
164(10)
Nurture as Nature
165(5)
The Klingons and the Vulcans
170(2)
Sailing Together
172(2)
What Scientists Have Learned About Children's Brains
174(24)
The Adult Brain
175(5)
How Brains Get Built
180(3)
Wiring the Brain: Talk to Me
183(3)
Synaptic Pruning: When a Loss Is a Gain
186(3)
Are There Critical Periods?
189(5)
The Social Brain
194(1)
The Brain in the Boat
195(3)
Trailing Clouds of Glory
198(15)
What Is to Be Done?
198(8)
The Clouds
206(7)
Notes 213(14)
References 227(38)
Index 265


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