Table Of ContentCore 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
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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
