Core knowledge and conceptual change PDF
Preview Core knowledge and conceptual change
Core Knowledge and Conceptual Change Oxford Series in Cognitive Development Series Editors Paul Bloom and Susan A. Gelman The Essential Child: Origins of Essentialism in Everyday Thought Susan A. Gelman The Foundations of Mind: Origins of Conceptual Thought Jean Matter Mandler The Origin of Concepts Susan Carey Making Minds: How Theory of Mind Develops Henry M. Wellman Core Knowledge and Conceptual Change Edited by David Barner and Andrew Scott Baron Core Knowledge and Conceptual Change Edited by David Barner and Andrew Scott Baron 1 1 Oxford University Press is a department of the University of Oxford. It furthers the University’s objective of excellence in research, scholarship, and education by publishing worldwide. Oxford is a registered trade mark of Oxford University Press in the UK and certain other countries. Published in the United States of America by Oxford University Press 198 Madison Avenue, New York, NY 10016, United States of America. © Oxford University Press 2016 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior permission in writing of Oxford University Press, or as expressly permitted by law, by license, or under terms agreed with the appropriate reproduction rights organization. Inquiries concerning reproduction outside the scope of the above should be sent to the Rights Department, Oxford University Press, at the address above. You must not circulate this work in any other form and you must impose this same condition on any acquirer. Library of Congress Cataloging- in- Publication Data Names: Barner, David, editor. | Baron, Andrew Scott, editor. Title: Core knowledge and conceptual change/edited by David Barner, Andrew Scott Baron. Description: New York : Oxford University Press, 2016. | Series: Cognitive development | Includes bibliographical references and index. Identifiers: LCCN 2016014527 (print) | LCCN 2016017070 (ebook) | ISBN 9780190467630 (hardcover : alk. paper) | ISBN 9780190467647 (UPDF) | ISBN 9780190611958 (EPUB) Subjects: LCSH: Cognitive psychology. | Thought and thinking. | Developmental psychology. | Language acquisition. | Social perception. Classification: LCC BF201 .C687 2016 (print) | LCC BF201 (ebook) | DDC 153—dc23 LC record available at https://lccn.loc.gov/2016014527 9 8 7 6 5 4 3 2 1 Printed by Sheridan Books, Inc., United States of America For Susan Contents Contributors ix Part I: Introduction 1. An Introduction to Core Knowledge and Conceptual Change 3 David Barner and Andrew Scott Baron Part II: Processes of Conceptual Change 2. Preliminary Thoughts on a Rational Constructivist Approach to Cognitive Development: Primitives, Symbols, Learning, and Thinking 11 Fei Xu 3. How Is Conceptual Change Possible? Insights from Science Education 29 Marianne Wiser and Carol L. Smith 4. Bundles of Contradiction: A Coexistence View of Conceptual Change 53 Andrew Shtulman and Tania Lombrozo 5. Conceptual Change: Where Domain- Specific Learning Mechanisms Meet Domain- General Cognitive resources 73 Deborah Zaitchik, Gregg E. A. Solomon, Nathan Tardiff, and Igor Bascandziev 6. Surprise Enhances Early Learning 89 Lisa Feigenson Part III: Abstract Concepts 7. Inferring Number, Time, and Color Concepts from Core Knowledge and Linguistic Structure 105 Katie Wagner, Katharine Tillman, and David Barner 8. Different Faces of Language in Numerical Development: Exact Number and Individuation 127 Susan C. Levine and Renée Baillargeon vii viii Contents 9. How Numbers Are Like the Earth (and Unlike Faces, Loitering, or Knitting) 151 Barbara W. Sarnecka 10. Epistemic Limitations and Precise Estimates in Analog Magnitude Representation 171 Justin Halberda 11. A Framework for Work on Frames of Reference 191 Anna Shusterman and Peggy Li Part IV: Linguistic Structure 12. Mechanisms for Thinking about Kinds, Instances of Kinds, and Kinds of Kinds 209 Sandeep Prasada 13. Concepts as Explanatory Structures: Evidence from Word Learning and the Development of Lexical Flexibility 225 Mahesh Srinivasan 14. Conceptualizing the Event: The Relationship between Infants’ Representations and Linguistic Organization 245 Laura Lakusta and Laura Wagner 15. When Children Don’t Say What They Know: Syntax Acquisition and Executive Function 261 Virginia Valian Part V: Social and Moral Cognition 16. Core Knowledge and Conceptual Change: A Perspective on Social Cognition 279 Elizabeth S. Spelke 17. Is False Belief Understanding Continuous from Infancy to Preschool Age? 301 Beate Sodian 18. What Neuroscience Can Reveal about Cognition and Its Origins 321 Amy E. Skerry and Rebecca Saxe 19. What Develops in Moral Development? 347 Paul Bloom and Karen Wynn 20. Developmental Origins of Social Group Preferences 365 Andrew Scott Baron, Anthea Pun, and Yarrow Dunham Index 385 Contributors Renée Baillargeon Yarrow Dunham Department of Psychology Department of Psychology University of Illinois Yale University Champaign, IL, USA New Haven, CT, USA David Barner Lisa Feigenson Department of Psychology Department of Psychological University of California, San Diego and Brain Sciences San Diego, CA, USA Johns Hopkins University Andrew Scott Baron Baltimore, MD, USA Department of Psychology University of British Columbia Justin Halberda Vancouver, BC, Canada Department of Psychological Igor Bascandziev and Brain Sciences Department of Psychology Johns Hopkins Harvard University University Cambridge, MA, USA Baltimore, MD, USA Paul Bloom Laura Lakusta Department of Psychology Department of Psychology Yale University Montclair State University New Haven, CT, USA Montclair, NJ, USA ix
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