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The Wiley-Blackwell Handbook of Childhood Cognitive Development / Edition 2

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Overview

This definitive volume is the result of collaboration by top scholars in the field of children's cognition.
  • New edition offers an up-to-date overview of all the major areas of importance in the field, and includes new data from cognitive neuroscience and new chapters on social cognitive development and language 
  • Provides state-of-the-art summaries of current research by international specialists in different areas of cognitive development
  • Spans aspects of cognitive development from infancy to the onset of adolescence
  • Includes chapters on symbolic reasoning, pretend play, spatial development, abnormal cognitive development and current theoretical perspectives
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Editorial Reviews

From the Publisher
"All these will find the material in this new companion topical and challenging . . The essays are provided with generous and well-chosen lists of further reading, and many of the works will or should be in any well-stocked academic or research library". (Reference Reviews, 2011)

"This is an authoritative, comprehensive and cutting-edge account of psychological theory and research on children's cognitive development from infants to early adolescence. Written by a cast of world leading academics, this handbook provides a single volume resource that covers all the major topics...This second edition reflects the significant developments within the field arising from the latest cognitive neuropsychological research...This handbook brings together such a wealth of material to constitute possibly the single best reference book in its subject area and, as such, should serve as a key text for advanced students, researchers and practitioners." (The Psychologist, May 2011)

"Overall, the handbook is a thoughtful and valuable reference work, to which users can refer for an impressive range of research." (Julia Carroll, Journal of Child Psychology and Psychiatry, 44:6)

"Though the structure of this book is similar to other volumes in the series, I welcome it with even greater enthusiasm than the rest. While they all summarise and review the latest scientific research in their particular area of child development, research in the field of infant cognition has, in the last few years, completely overturned all previous conceptions. This volume, therefore, not only summarises and updates the literature in its field, but also replaces much of it ... at the moment this book series is the cutting edge ... As with other volumes in the series, all libraries serving postgraduate level studies in psychology and related disciplines should seriously consider acquisition." (Martin Guha, Librarian, Institute of Psychiatry, Reference Reviews, 17 February 2003)

"Summing up: Highly recommended. Upper-division undergraduates through faculty and professionals." (K.L. Hartlep, California State University, Bakersfield, Choice, March 2003)

"The book is a timely addition to to the literature on infant and child cognitive development... The significant value of this volume lies in the breadth of its coverage and the sheer comprehensiveness of its execution... For academics and researchers in the field of infant and child cognitive development this is an invaluable resource that encompasses the current state of knowledge in this central developmental area." (Mark Tomlinson, Journal of Child and Adolescent Mental Health, 2005, 17(2))

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Product Details

Meet the Author

Usha Goswami is Professor of Education at the University of Cambridge and a Fellow of St John's College, Cambridge. She is also Director of the Centre for Neuroscience in Education, which carries out research into the brain basis of literacy, numeracy, dyslexia, and dyscalculia. Dr Goswami has received numerous awards for her work, including the British Psychology Society Spearman Medal, the Norman Geschwind-Rodin Prize for Dyslexia research, and Fellowships from the Leverhulme Trust in the United Kingdom, the National Academy of Education in the United States and the Alexander von Humboldt Foundation in Germany.

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Table of Contents

Acknowledgements

List of Contributors

Introduction 1

Part I Infancy: The Origins of Cognitive Development 5

1 How Do Infants Reason About Physical Events? Di Wu 11

2 Social Cognition and the Origins of Imitation, Empathy, and Theory of Mind Andrew N. Meltzoff Meltzoff, Andrew N. 49

3 Kinds of Agents: The Origins of Understanding Instrumental and Communicative Agency Gyorgy Gergely Gergely, Gyorgy 76

4 Social Cognition and Social Motivations in Infancy Malinda Carpenter Carpenter, Malinda 106

5 Born to Categorize Paul C. Quinn Quinn, Paul C. 129

6 Early Memory Development Joanne Deocampo Deocampo, Joanne 153

7 Early Word-Learning and Conceptual Development: Everything Had a Name, and Each Name Gave Birth to a New Thought Erin M. Leddon Leddon, Erin M. 180

Part II Cognitive Development in Early Childhood 209

8 Development of the Animate-Inanimate Distinction Susan A. Gelman Gelman, Susan A. 213

9 Language Development Michael Tomasello Tomasello, Michael 239

10 Developing a Theory of Mind Henry M. Wellman Wellman, Henry M. 258

11 Pretend Play and Cognitive Development Eric Smith Smith, Eric 285

12 Early Development of the Understanding and Use of Symbolic Artifacts Judy S. DeLoache DeLoache, Judy S. 312

Part III Topics in Cognitive Development in Childhood 337

13 Memory Development in Childhood Wolfgang Schneider Schneider, Wolfgang 347

14 Causal Reasoning and Explanation Amy Masnick Masnick, Amy 377

15 Inductive and Deductive Reasoning Usha Goswami Goswami, Usha 399

16 The Development of Moral Reasoning Matthew Gingo Gingo, Matthew 420

17 Spatial Development: Evolving Approaches to Enduring Questions Adam E. Christensen Christensen, Adam E. 446

18 Children's Intuitive Physics Trix Cacchione Cacchione, Trix 473

19 What is Scientific Thinking and How Does it Develop? Deanna Kuhn Kuhn, Deanna 497

20 Reading Development and Dyslexia Silke M. Gobel Gobel, Silke M. 524

21 Children's Understanding of Mathematics Terezinba Nunes Nunes, Terezinba 549

22 Executive Function in Typical and Atypical Development Ulrich Muller Muller, Ulrich 574

23 Language and Cognition: Evidence from Disordered Language Sharon Crosbie Crosbie, Sharon 604

24 The Empathizing-Systematizing (E-S) Theory of Autism: A Cognitive Developmental Account Simon Baron-Cohen Baron-Cohen, Simon 626

Part IV Theories of Cognitive Development 641

25 Piaget's Theory: Past, Present, and Future Patricia H. Miller Miller, Patricia H. 649

26 Vygotsky and Psychology Harry Daniels Daniels, Harry 673

27 Information-Processing Models of Cognitive Development Glenda Andrews Andrews, Glenda 697

28 Neuroconstructivism Annette Karmiloff-Smith Karmiloff-Smith, Annette 723

29 Individual Differences in Cognitive Development Robert J. Sternberg Sternberg, Robert J. 749

Index 775

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