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Zusatztext “This is an extraordinary collection of chapters focusing on some of the most central questions in cognitive science concerning the origins of concepts, the nature of conceptual change and ultimately what concepts themselves are. Taken together, these chapters offer an invaluable and comprehensive collection of essays that will be of great interest to the cognitive science community.”-Frank Keil, PhD, Charles C. and Dorothea S. Dilley Professor and Chair of Psychology, Yale University Informationen zum Autor David Barner, PhD, is a Professor of Psychology and Linguistics at the University of California, San Diego. Dr. Barner studies the origin of human language and thought by studying how they develop in children in diverse cultural and linguistic contexts.Andrew Scott Baron, PhD, is an Assistant Professor of Psychology at the University of British Columbia, Canada. Dr. Baron's research explores the nature of the human capacity to be prejudiced by examining infants' and young children's tendency to categorize others into social groups and to form positive and negative attitudes and beliefs about these groups. Klappentext Are humans born good? Or do children learn to be moral? Where do concepts like "democracy" and "atom" come from? This volume documents ground-breaking answers to these questions from developmental psychology, including new science on language, morality, causal explanation, and children's understanding of time, numbers, and other minds. Zusammenfassung Are humans born good? Or do children learn to be moral? Where do concepts like "democracy" and "atom" come from? This volume documents ground-breaking answers to these questions from developmental psychology, including new science on language, morality, causal explanation, and children's understanding of time, numbers, and other minds. Inhaltsverzeichnis List of Contributors XI Acknowledgements XIV Part I: INTRODUCTION 1 1 An Introduction to Core Knowledge and Conceptual Change (David Barner and Andrew Scott Baron) 1 Part II: processes of conceptual change # 2 Some Preliminary Thoughts on a Rational Constructivist Approach to Cognitive Development: Primitives, Symbols, Learning, and Thinking (Fei Xu) # 3 How is Conceptual Change Possible? Insights From Science Education (MariAnne Wiser and Carol L. Smith # 4 Bundles of Contradiction: A Coexistence View of Conceptual Change (Andrew Shtulman and Tania Lombrozo) # 5 Conceptual Change: Where Domain-Specific Learning Mechanisms Meet Domain- General Cognitive Resources (Deborah Zaitchik, Gregg E.A. Solomon, Nathan Tardiff, and Igor Bascandziev) .....# 6 Surprise Enhances Early Learning (Lisa Feigenson) # Part III: Abstract Concepts # 7 Inferring Number, Time, and Color Concepts From Core Knowledge and Linguistic Structure (Katie Wagner, Katharine Tillman, and David Barner) # 8 Different Faces of Language in Numerical Development: Exact Number and Individuation (Susan Levine and Renee Baillargeon # 9 How Numbers are Like the Earth (and Unlike Faces, Loitering or Knitting) (Barbara Sarnecka) # 10 Epistemic Limitations and Precise Estimates in Analog Magnitude Representation (Justin Halberda) # 11 A Framework for Frames of Reference (Anna Shusterman and Peggy Li) # Part IV: Linguistic Structure # 12 Mechanisms for Thinking about Kinds, Instances of Kinds, and Kinds of Things (Sandeep Prasada) # 13 Concepts as Explanatory Structures: Evidence From Word Learning and the Development of Lexical Flexibility (Mahesh Srinivasan) # 14 Conceptualizing the Event: The Relationship Between Infants' Representations and Linguistic Organization (Laura Lakusta and Laura Wagner) # 15 When Children Don't Say What They Know: Syntax Acquisition and Executive Function (Virginia Valian) # Part V: Social and mo...
