Results for 'Cognitive development'

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  1.  46
    From neural constructivism to children's cognitive development: Bridging the gap.Denis Mareschal & Thomas R. Shultz - 1997 - Behavioral and Brain Sciences 20 (4):571-572.
    Missing from Quartz & Sejnowski's (Q&S's) unique and valuable effort to relate cognitive development to neural constructivism is an examination of the global emergent properties of adding new neural circuits. Such emergent properties can be studied with computational models. Modeling with generative connectionist networks shows that synaptogenic mechanisms can account for progressive increases in children's representational power.
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  2.  11
    Maternal Talk in Cognitive Development: Relations between Psychological Lexicon, Semantic Development, Empathy, and Temperament.Dolores Rollo & Francesco Sulla - 2016 - Frontiers in Psychology 7:146251.
    In this study, we investigated the relationship between mothers' psychological lexicon and children's cognitive and socio-emotive development as assessed through conceptual and semantic understanding tasks, in addition to the traditional tasks of theory of mind. Currently, there is considerable evidence to suggest that the frequency of mothers' mental state words used in mother-child picture-book reading is linked with children's theory of mind skills. Furthermore, mothers' use of cognitive terms is more strongly related to children's theory of mind (...)
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  3. Gricean Communication and Cognitive Development.Richard Moore - 2017 - Philosophical Quarterly 67 (267):pqw049.
    On standard readings of Grice, Gricean communication requires (a) possession of a concept of belief, (b) the ability to make complex inferences about others’ goal-directed behaviour, and (c) the ability to entertain fourth order meta-representations. To the extent that these abilities are pre-requisites of Gricean communication they are inconsistent with the view that Gricean communication could play a role in their development. In this paper, I argue that a class of ‘minimally Gricean acts’ satisfy the intentional structure described by (...)
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  4.  67
    Cognitive Development and the Acquisition of Language.T. E. Moore (ed.) - 1973 - Academic.
    Cognitive Development and Acquisition of Language.
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  5.  5
    Concepts, Kinds and Cognitive Development.Frank C. Keil - 1989 - MIT Press.
    In Concepts, Kinds, and Cognitive Development, Frank C. Keil provides a coherent account of how concepts and word meanings develop in children, adding to our understanding of the representational nature of concepts and word meanings at all ages. Keil argues that it is impossible to adequately understand the nature of conceptual representation without also considering the issue of learning. Weaving together issues in cognitive development, philosophy, and cognitive psychology, he reconciles numerous theories, backed by empirical (...)
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  6.  3
    Cognitive Developments in Economics.Salvatore Rizzello - 2003 - Routledge.
    _Cognitive Developments in Economics_ proposes an interdisciplinary approach to the study of human problem solving, choice, decision-making and change, to explain economic transactions, and the nature and evolution of organisations and institutions. The book contributes to a large spectrum of economic fields such as consumer theory, economics of the firm, economics of innovation, evolutionary economics and experimental economics.
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  7.  4
    Cognitive Developments in Economics.Salvatore Rizzello - 2003 - Routledge.
    _Cognitive Developments in Economics_ proposes an interdisciplinary approach to the study of human problem solving, choice, decision-making and change, to explain economic transactions, and the nature and evolution of organisations and institutions. The book contributes to a large spectrum of economic fields such as consumer theory, economics of the firm, economics of innovation, evolutionary economics and experimental economics.
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  8. The neural basis of cognitive development: A constructivist manifesto.Steven R. Quartz & Terrence J. Sejnowski - 1997 - Behavioral and Brain Sciences 20 (4):537-556.
    How do minds emerge from developing brains? According to the representational features of cortex are built from the dynamic interaction between neural growth mechanisms and environmentally derived neural activity. Contrary to popular selectionist models that emphasize regressive mechanisms, the neurobiological evidence suggests that this growth is a progressive increase in the representational properties of cortex. The interaction between the environment and neural growth results in a flexible type of learning: minimizes the need for prespecification in accordance with recent neurobiological evidence (...)
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  9.  8
    Cognitive Development as a Piece of the Language Learning Puzzle.Eleonore H. M. Smalle & Riikka Möttönen - 2023 - Cognitive Science 47 (5):e13296.
    Why do children learn language more easily than adults do? This puzzle has fascinated cognitive and language scientists for decades. In the present letter, we approach the language learning puzzle from a cognitive perspective that is inspired by evidence from the perceptual and motor learning literature. Neuroscientific studies show that two memory systems in the brain are involved in human learning: an early implicit procedural memory system and a late-developing cognitive or declarative memory system. We argue that (...)
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  10. Where cognitive development and aging meet: Face learning ability peaks after age 30.Laura T. Germine, Bradley Duchaine & Ken Nakayama - 2011 - Cognition 118 (2):201-210.
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  11. Cognitive Development in Infancy and Childhood.Mary Gauvain - 2022 - Cambridge University Press.
    This Element describes the main theories that guide contemporary research in cognitive development along with research discoveries in several important cognitive abilities: attention, language, social cognition, memory, metacognition and executive function, and problem solving and reasoning. Biological and social contributions are considered side-by-side, and cultural contributions are highlighted. As children participate in social interactions and learn to use cultural symbols and tools to organize and support their thinking, the behaviors and understandings of the social community and the (...)
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  12.  24
    Stagewise cognitive development: An application of catastrophe theory.Han L. Van der Maas & Peter C. Molenaar - 1992 - Psychological Review 99 (3):395-417.
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  13.  34
    Genetic Phenomenology, Cognitive Development, and the Embodied/ Extended Mind.M. Bower - 2015 - Journal of Consciousness Studies 22 (9-10):83-108.
    There is clearly some area of thematic overlap between the subject matter of Edmund Husserl's genetic phenomenology and studies of cognitive development. I aim in this paper to clarify the extent of this overlap. This will, I hope, serve as an indicator about whether genetic phenomenology might be able to shed some light on actual cognitive-development phenomena. To begin with, I differentiate two strands within Husserl's genetic phenomenology, an idealized and a concrete approach. After providing a (...)
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  14.  34
    Cognitive development attenuates audiovisual distraction and promotes the selection of task-relevant perceptual saliency during visual search on complex scenes.Clarissa Cavallina, Giovanna Puccio, Michele Capurso, Andrew J. Bremner & Valerio Santangelo - 2018 - Cognition 180 (C):91-98.
  15. Cognitive development and language learnings.Morris E. Eson - 1965 - In Karl W. Linsenmann (ed.), Proceedings. St. Louis, Lutheran Academy for Scholarship. pp. 21.
     
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  16.  25
    Cognitive Development and Epistemology.V. J. McGill - 1973 - Philosophy and Phenomenological Research 34 (1):112-114.
  17. Cognitive Development and Epistemology.T. Mischel - 1974 - Mind 83 (332):629-632.
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  18. Ideality and Cognitive Development: Further Comments on Azeri’s “The Match of Ideals”.Chris Drain - 2020 - Social Epistemology Review and Reply Collective 9 (11):15-27.
    Siyaves Azeri (2020) quite well shows that arithmetical thinking emerges on the basis of specific social practices and material engagement (clay tokens for economic exchange practices beget number concepts, e.g.). But his discussion here is relegated mostly to Neolithic and Bronze Age practices. While surely such practices produced revolutions in the cognitive abilities of many humans, much of the cognitive architecture that allows normative conceptual thought was already in place long before this time. This response, then, is an (...)
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  19. Cognitive development.M. S. Albert, Adele D. Diamond, R. H. Fitch, Helen J. Neville, Petere R. Rapp & Paula A. Tallal - 1999 - In M. J. Zigmond & F. E. Bloom (eds.), Fundamental Neuroscience.
  20. Cognitive development and the acquisition of language.B. A. Moskowitz - 1973 - In T. E. Moore (ed.), Cognitive Development and the Acquisition of Language. Academic. pp. 223--260.
  21.  37
    Cognitive development in chimpanzees: A trade-off between memory and abstraction?Tetsuro Matsuzawa - 2010 - In Denis Mareschal, Paul Quinn & Stephen E. G. Lea (eds.), The Making of Human Concepts. Oxford University Press. pp. 227--244.
  22. Cognitive development in childhood.S. Carey - 1988 - In Stephen Schiffer & Susan Steele (eds.), Cognition and Representation. Westview Press. pp. 131--160.
  23.  6
    Cognitive Development in Children.Roger Brown - 1972 - British Journal of Educational Studies 20 (2):238-239.
  24. Is cognitive development equivalent to scientific development?Christina E. Erneling - 2004 - In The Mind As a Scientific Object: Between Brain and Culture. Oxford University Press.
     
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  25.  15
    Cognitive Development and Minors.Susan Zinner-Kemp - 2001 - Professional Ethics, a Multidisciplinary Journal 9 (1):61-79.
  26.  29
    Cognitive Development and Pediatric Consent to Organ Donation.Susan Zinner - 2004 - Cambridge Quarterly of Healthcare Ethics 13 (2):125-132.
    Attempting to balance the needs and interests of minors with the obligation to protect them from their own potentially harmful decisions poses an ethical challenge for the physician. This problem is further exacerbated when the context is not medical treatment but organ donation. That is, medical treatment scenarios generally involve decisions likely to result in objective improvements to the minor's health status. Consent to organ donation, however, raises several vexing problems. First, how should the provider measure both the cognitive (...)
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  27.  6
    Cognitive development, political understanding and political literacy.A. H. McNaughton - 1982 - British Journal of Educational Studies 30 (3):264-279.
  28.  6
    Semiotic aspects of cognitive development: Illustrations from early mathematical cognition.Joe Becker & Maria Varelas - 1993 - Psychological Review 100 (3):420-431.
    The premise of this article is that cognitive development involves both conceptual and semiotic achievements. From this perspective, the authors emphasize the distinctness of the semiotic issues and develop a differentiated appreciation of the semiotic aspects of cognition, particularly in the field of elementary mathematical cognition. The authors provide semiotic analyses of the differences between counting, adding, and multiplying and of the conventional place-value system. The authors introduce the concept of the field of reference of a sign, the (...)
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  29. Early Cognitive Development: Objects and Space.Elizabeth S. Spelke & Linda Hermer - 1996 - Perceptual and Cognitive Development:71--114.
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  30.  57
    The norms of cognitive development.Philip Gerrans - 1998 - Mind and Language 13 (1):56-75.
    Once the notion of a precursive relationship between developmental stages is fully articulated in terms of the distinction between ‘role’ and ‘realiser’ states, it turns out that the ‘Theory of Mind’ literature operates with a notion of precursive relationships described at too high a level of abstraction to explain actual mechanisms of development. Furthermore, the tendency within that literature to explain precursive relationships in terms of role states with isomorphic linguistic/computational structures is misleading. Developmental relationships are more likely to (...)
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  31. Cognitive development, culture, and inductive judgment.Riccardo Viale & Daniel Osherson - 2006 - In Riccardo Viale, Daniel Andler & Lawrence Hirschfeld (eds.), Biological and cultural bases of human inference. Mahwah, N.J.: Lawerence Erlbaum.
  32. Three Approaches to Human Cognitive Development: Neo-nativism, Neuroconstructivism, and Dynamic Enskillment.Mirko Farina - 2016 - British Journal for the Philosophy of Science 67 (2):617-641.
    In Section 1, I introduce three views that explain human cognitive development from different standpoints: Marcus’s neo-nativism, standard neuroconstructivism, and neo-neuroconstructivism. In Section 2, I assess Marcus’s attempt to reconcile nativism with developmental flexibility. In Section 3, I argue that in structurally reconfiguring nativism, Marcus ends up transforming it into an unrecognizable form, and I claim that his view could be accommodated within the more general framework provided by standard neuroconstructivism. In Section 4, I focus on recent empirical (...)
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  33.  6
    Editorial: Cognitive Development in Informal Learning Institutions: Collaborations Advancing Research and Practice.Catherine A. Haden, Janet J. Boseovski & Thanujeni Pathman - 2022 - Frontiers in Psychology 12.
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  34.  59
    Cognitive development and teaching business ethics.David E. Cooper - 1985 - Journal of Business Ethics 4 (4):313 - 329.
    This paper discusses how to use cognitive developmental psychology to create a business ethics course that has philosophical integrity. It begins with the pedagogical problem to be overcome when students are not philosophy majors. To provide a context for the practical recommendations, Kohlberg's cognitive developmental theory is summarized and then the relationship between Kohlberg's theory, normative philosophy, and teaching is analyzed. The conclusion recommends strategies that should help overcome some of the vexing pedagogical problems mentioned in the first (...)
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  35. Cognitive Development and Epistemology" by Theodore Mischel. [REVIEW]Joseph Agassi - 1972 - Philosophy of the Social Sciences 2 (4):367.
  36.  15
    The Cognitive Development of Galileo’s Theory of Buoyancy.Paolo Palmieri - 2005 - Archive for History of Exact Sciences 59 (2):189-222.
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  37.  69
    Mapping brain maturation and cognitive development during adolescence.Tomáš Paus - 2005 - Trends in Cognitive Sciences 9 (2):60-68.
  38. Cognitive development and infinity in the small: paradoxes and consensus.Rafael Nunez - 1994 - In Ashwin Ram & Kurt Eiselt (eds.), Proceedings of the Sixteenth Annual Conference of the Cognitive Science Society. Erlbaum.
     
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  39.  66
    The cognitive development of machine consciousness implementations.Raúl Arrabales, Agapito Ledezma & Araceli Sanchis - 2010 - International Journal of Machine Consciousness 2 (2):213-225.
  40.  28
    Does cognitive development move beyond sensorimotor intelligence?Catherine Sophian - 2001 - Behavioral and Brain Sciences 24 (1):61-62.
    Thelen et al.'s account of cognition as the dynamic interaction of processes of perceiving, reaching, and remembering within a movement planning field is a useful articulation of the Piagetian concept of sensorimotor cognition. The claim that the same kind of analysis applies to all kinds of cognition at all ages, however, is questioned in light of the distinction between sensorimotor and symbolic cognition.
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  41.  45
    The essence of cognitive development.John P. Spencer - 2001 - Behavioral and Brain Sciences 24 (1):62-63.
    Psychologists have long debated the underlying cause of infants' perseverative reaching. Thelen et al. explain the error in terms of general processes that make goal-directed actions to remembered locations. The context- and experience-dependent nature of their model implies that there is no single cause of the A-not-B error, and, more generally, no core essence to cognitive development.
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  42. Constructivism, Culture, and Cognitive Development: What Kind of Schemes for a Cultural Psychologist?B. Troadec - 2007 - Constructivist Foundations 3 (1):38-51.
    Purpose: My first purpose is to present an epistemological and ideological analysis of various conceptions of the mind--culture relationship and to state why it is fruitless to set them against each other. My second purpose is to answer the following two questions within the framework of cultural cognitive development: (1) How do I understand and explain the interaction between two cultural actors, one of whom is myself? (2) How do I model cultural intersubjectivity? Addressing these two aims, I (...)
     
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  43.  36
    Language, Brain, and Cognitive Development: Essays in Honor of Jacques Mehler.Emmanuel Dupoux (ed.) - 2001 - MIT Press.
    The contributions to this collection, written in honor of Jacques Mehler, a founder of the field of psycholinguistics, assess the progress of cognitive science.
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  44.  64
    Is scientific theory change similar to early cognitive development? Gopnik on science and childhood.Tim Fuller - 2013 - Philosophical Psychology 26 (1):109 - 128.
    (2013). Is scientific theory change similar to early cognitive development? Gopnik on science and childhood. Philosophical Psychology: Vol. 26, No. 1, pp. 109-128. doi: 10.1080/09515089.2011.625114.
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  45.  41
    Constraints on knowledge and cognitive development.Frank C. Keil - 1981 - Psychological Review 88 (3):197-227.
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  46.  20
    Human cognitive development in the first four years.Kurt W. Fischer - 1982 - Behavioral and Brain Sciences 5 (2):282-283.
  47.  5
    The Norms of Cognitive Development.Philip Gerrans - 1998 - Mind and Language 13 (1):56-75.
    Once the notion of a precursive relationship between developmental stages is fully articulated in terms of the distinction between ‘role’ and ‘realiser’ states, it turns out that the ‘Theory of Mind’ literature operates with a notion of precursive relationships described at too high a level of abstraction to explain actual mechanisms of development. Furthermore, the tendency within that literature to explain precursive relationships in terms of role states with isomorphic linguistic/computational structures is misleading. Developmental relationships are more likely to (...)
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  48. A theory of cognitive development: The control and construction of hierarchies of skills.Kurt W. Fischer - 1980 - Psychological Review 87 (6):477-531.
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  49.  8
    Cognitive development in school and out.Sidney Strauss - 1981 - Cognition 10 (1-3):295-300.
  50.  23
    An embodied theory of cognitive development: Within reach?Jeffrey J. Lockman - 2001 - Behavioral and Brain Sciences 24 (1):48-48.
    Thelen et al. not only offer an important new theoretical account of the Stage 4 object permanence error but provide the foundation of a new theory of cognitive development that is grounded in action. The success of dynamic field theory as a more general account of cognitive functioning, however, will depend on the degree to which it can model more generative capacities that are not limited to simple choice situations. Imitation and problem solving are suggested as two (...)
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