VOLUME ONE: BASIC PROCESSES
Perceptual Learning in Development: Some Basic Concepts
Initial Knowledge: Six Suggestions
Epigenetics and the Biological Definition of Gene X Environment Interactions
Imitation of Facial and Manual Gestures by Human Neonates
Andrew Meltzoff and M. Keith Moore
Visual Perception in the Newborn Infant: Issues and Debates
Superior Detection of Threat-Relevant Stimuli in Infancy
Vanessa LoBue and Judy DeLoache
Action Experience Alters 3-Month-Old Infants' Perception of Others' Actions
Jessica Sommerville, Amanda Woodward and Amy Needham
The Other-Race Effect Develops during Infancy: Evidence of Perceptual Narrowing
David Kelly et al.
Constructing a Past in Infancy: A Neuro-Developmental Account
Believing is Seeing: How Rumors Can Engender False Memories in Preschoolers
Gabrielle Principe et al.
Mother-Child Conversations about the Past: Relationships of Style and Memory over Time
Elaine Reese, Catherine Haden and Robyn Fivush
Developmental Change in Speed of Processing during Childhood and Adolescence
An Age-Related Dissociation Between Knowing Rules and Using Them
Philip David Zelazo, Douglas Frye and Tanja Rapus
Preschool Program Improves Cognitive Control
Developing Human Brain Functions
Beyond What Develops When: Neuroimaging May Inform How Cognition Changes with Development
Dima Amso and B.Casey
The Adolescent Brain
B. Casey, Sarah Getz and Adriana Galvan
VOLUME TWO: CONCEPTS, CATEGORIES, AND LANGUAGE
Possible Stages in the Evolution of the Language Capacity
Children Creating Core Properties of Language: Evidence from an Emerging Sign Language in Nicaragua
Ann Senghas et al.
Cross-Language Speech Perception: Evidence for Perceptual Reorganization during the First Year of Life
Janet Werker and Richard Tees
Statistical Learning in 8-Month-Old Infants
Jenny Saffran, Richard Aslin and Elissa Newport
Word Learning as Bayesian Inference
Fei Xu and Joshua Tenenbaum
Do Words Facilitate Object Categorization in 9-Month-Old Infants?
Marie Balaban and Sandra Waxman
Can Language Restructure Cognition? The Case for Space
Asifa Majid et al.
Numerical Cognition without Words: Evidence from Amazonia
The Importance of Shape in Early Lexical Learning
Barbara Landau, Linda Smith and Susan Jones
Infants' Ability To Draw Inferences about Nonobvious Object Properties: Evidence from Exploratory Play
Dare Baldwin, Ellen Markman and Riikka Melartin
Detecting Blickets: How Young Children Use Information about Novel Causal Powers in Categorization and Induction
Alison Gopnik and David Sobel
Conceptual Influences on Category-Based Induction
Susan Gelman and Natalie Davidson
Psychological Essentialism in Children
Thinking in Categories Or Along a Continuum: Consequences for Children’s Social Judgments
Allison Master, Ellen Markman and Carol Dweck
Cultural Transmission of Social Essentialism
Marjorie Rhodes, Sarah-Jane Leslie and Christina Tworek
VOLUME THREE: CORE THEORIES
First Principles Organize Attention To and Learning about Relevant Data: Number and the Animate-Inanimate Distinction as Examples
Mechanisms of Theory Formation in Young Children
Alison Gopnik and Laura Schulz
Précis of The Origin of Concepts
The Microgenetic Method: A Direct Means for Studying Cognitive Development
Robert Siegler and Kevin Crowley
Object Permanence in 3½- and 4½-Month-Old Infants
Rapid Change in the Symbolic Functioning of Very Young Children
Arrows of Time in Early Childhood
Young Children's Conception of the Biological World
Kayoko Inagaki and Giyoo Hatano
Folkbiology Meets Microbiology: A Study of Conceptual and Behavioral Change
Terry Kit-fong Au et al.
Are Children 'Intuitive Theists'? Reasoning about Purpose and Design in Nature
Developing a Theory of Mind
Baillargeon Do 15-Month-Old Infants Understand False Beliefs?
Kristine Onishi et al.
You Can't Always Get What You Want: Infants Understand Failed Goal-Directed Actions
Amanda Brandone and Henry Wellman
Spontaneous Theory of Mind and its Absence in Autism Spectrum Disorders
Social Evaluation in Preverbal Infants
J.Kiley Hamlin, Karen Wynn and Paul Bloom
Accent Trumps Race in Guiding Children's Social Preferences
Katherine Kinzler, Kristin Shutts, Jasmine Dejesus and Elizabeth Spelke
VOLUME FOUR: REASONING, PROBLEM-SOLVING, AND ACADEMIC SKILLS
Development and Learning
Problem Solving in Infancy: The Emergence of an Action Plan
Michael McCarty, Rachel Clifton and Roberta Collard
Bootstrapping the Mind: Analogical Processes and Symbol Systems
Core Systems of Number
Lisa Feigenson, Stanislas Dehaene and Elizabeth Spelke
Individual Differences in Non-Verbal Number Acuity Correlate with Maths Achievement
Justin Halberda, Michèle Mazzocco, Lisa Feigenson
Mathematics Teaching in the United States Today (And Tomorrow): Results from the TIMSS 1999 Video Study
James Hiebert et al.
Indexing Transitional Knowledge
Theresa Graham and Michelle Perry
Literacy Growth in the Academic Year Versus Summer from Preschool Through Second Grade: Differential Effects of Schooling Across Four Skills
Cross-Cultural Similarities in the Predictors of Reading Acquisition
Catherine McBride-Chang, and Robert Kail
The Relation Between Essentialist Beliefs and Evolutionary Reasoning
Andrew Shtulman and Laura Schulz
Stereotype Susceptibility in Children: Effects of Identity Activation on Quantitative Performance
Nalini Ambady et al.
Preschoolers' Responses to Social Comparisons Involving Relative Failure
Marjorie Rhodes and Daniel Brickman
Praise for Intelligence Can Undermine Children's Motivation and Performance
Claudia Mueller and Carol Dweck
Subtle Linguistic Cues Affect Children's Motivation
Scientific and Pragmatic Challenges for Bridging Education and Neuroscience
Sashank Varma, Bruce McCandliss and Daniel Schwartz
VOLUME FIVE: CONTEXT AND CULTURE
Extracts from The Cultural Origins of Human Cognition.
Does the Chimpanzee Have a Theory of Mind? 30 Years Later
Josep Call and Michael Tomasello
Economic Cognition in Humans and Animals: The Search for Core Mechanisms
Laurie Santos and Kelly Hughes
Cognitive Development in Chimpanzees: A Trade-Off Between Memory and Abstraction?
Trust in Testimony: How Children Learn about Science and Religion
Paul Harris and Melissa Koenig
The Hidden Structure of Overimitation
Derek Lyons, Andrew Young and Frank Keil
Gergely Csibra and Gyorgy Gergely
The Double-Edged Sword of Pedagogy: Instruction Limits Spontaneous Exploration and Discovery
Elizabeth Bonawitz et al.
Weaving Together Culture and Cognition: An Illustration from Madagascar
The Coexistence of Natural and Supernatural Explanations Across Cultures and Development
Cristine Legare et al.
Mexican-Heritage Children's Attention and Learning from Interactions Directed To Others
Katie Silva, Maricela Correa-Chávez and Barbara Rogoff
A Developmental Examination of the Conceptual Structure of Animal, Artifact, and Human Social Categories Across Two Cultural Contexts
Marjorie Rhodes and Susan Gelman
Parents Explain More Often to Boys Than to Girls during Shared Scientific Thinking
Kevin Crowley et al.
Relations Between Temperament and Theory of Mind Development in the United States and China: Biological and Behavioral Correlates of Preschoolers' False-Belief Understanding
Jonathan Lane et al.
The Relation Between Individual Differences in Fantasy and Theory of Mind
Marjorie Taylor and Stephanie Carlson
A Visit from the Candy Witch: Children’s Belief in a Novel Fantastical Entity
Jacqueline Woolley et al.