The Wiley-Blackwell Handbook of Childhood Cognitive Development, 2nd Edition
September 2010, Wiley-Blackwell
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List of Contributors.
Part I: Infancy: The Origins of Cognitive Development:
1. How Do Infants Reason about Physical Events? (Renée Baillargeon, University of Illinois, Jie Li, University of Illinois, Yael Gertner, University of Illinois, and Di Wu, University of Illinois).
2. Social Cognition and the Origins of Imitation, Empathy, and Theory of Mind (Andrew N. Meltzoff, Institute for Learning and Brain Sciences, University of Washington).
3. Kinds of Agents: The Origins of Understanding Instrumental and Communicative Agency (György Gergely, Cognitive Development Center, Central European University, Budapest).
4. Social Cognition and Social Motivations in Infancy (Malinda Carpenter, Department of Developmental and Comparative Psychology, Max Planck Institute for Evolutionary Anthropology, Leipzig, Germany).
5. Born to Categorize (Paul C. Quinn, University of Delaware).
6. Early Memory Development (Patricia J. Bauer, Department of Psychology, Emory University, Marina Larkina, Department of Psychology, Emory University, and Joanne Deocampo, Department of Psychology, Emory University).
7. Early Word-Learning and Conceptual Development: Everything Had a Name, and Each Name Gave Birth to a New Thought (Sandra R. Waxman, Northwestern University, and Erin M. Leddon, Northwestern University).
Part II: Cognitive Development in Early Childhood:
8. Development of the Animate–Inanimate Distinction (John E. Opfer, The Ohio State University, and Susan A. Gelman, University of Michigan – Ann Arbor).
9. Language Development (Michael Tomasello, Department of Developmental and Comparative Psychology, Max Planck Institute for Evolutionary Anthropology, Leipzig, Germany).
10. Developing a Theory of Mind (Henry M. Wellman, University of Michigan).
11. Pretend Play and Cognitive Development (Angeline Lillard, University of Virginia, Ashley M. Pinkham, University of Virginia, and Eric Smith, University of Virginia).
12. Early Development of the Understanding and Use of Symbolic Artifacts (Judy S. DeLoache, University of Virginia).
Part III: Topics in Cognitive Development in Childhood:
13. Memory Development in Childhood (Wolfgang Schneider, University of Würzburg, Germany).
14. Causal Reasoning and Explanation (Barbara Koslowski, Cornell University, and Amy Masnick, Hofstra University).
15. Inductive and Deductive Reasoning (Usha Goswami, University of Cambridge).
16. The Development of Moral Reasoning (Larry P. Nucci, University of California, Berkeley, and Matthew Gingo, University of California, Berkeley).
17. Spatial Development: Evolving Approaches to Enduring Questions (Lynn S. Liben, Pennsylvania State University, and Adam E. Christensen, Pennsylvania State University).
18. Children’s Intuitive Physics (Friedrich Wilkening, Universität Zürich, and Trix Cacchione, Universität Zürich).
19. What is Scientific Thinking and How Does it Develop? (Deanna Kuhn, Teachers College Columbia University).
20. Reading Development and Dyslexia (Margaret J. Snowling, University of York, and Silke M. Göbel, University of York).
21. Children’s Understanding of Mathematics (Peter Bryant, Department of Education, University of Oxford, and Terezinha Nuñes, Department of Education, University of Oxford).
22. Executive Function in Typical and Atypical Development (Philip David Zelazo, University of Minnesota, and Ulrich Müller, University of Victoria).
23. Language and Cognition: Evidence from Disordered Language (Barbara Dodd, Clinical Centre for Research, University of Queensland, Australia, and Sharon Crosbie, Clinical Centre for Research, University of Queensland, Australia).
24. The Empathizing-Systematizing (E-S) Theory of Autism: A Cognitive Developmental Account (Simon Baron-Cohen, Autism Research Centre, Department of Psychiatry, Cambridge University).
Part IV: Theories of Cognitive Development:
25. Piaget’s Theory: Past, Present, and Future (Patricia H. Miller, University of Georgia).
26. Vygotsky and Psychology (Harry Daniels, Centre for Sociocultural and Activity Theory Research, Department of Education, University of Bath).
27. Information-Processing Models of Cognitive Development (Graeme S. Halford, Griffith University and University of Queensland, and Glenda Andrews, Griffith University).
28. Neuroconstructivism (Gert Westermann, Department of Psychology, Oxford Brookes University, Michael S. C. Thomas, Developmental Neurocognition Laboratory, School of Psychology, Birkbeck, University of London, and Annette Karmiloff-Smith, Developmental Neurocognition Laboratory, School of Psychology, Birkbeck, University of London).
29. Individual Differences in Cognitive Development (Robert J. Sternberg, Tufts University).
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