Title The Cambridge handbook of cognitive development / edited by Olivier Houdé, Grégoire Borst

Published New York, NY : Cambridge University Press, [2022]

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Description 1 online resource (xvi, 710 pages, 44 unnumbered pages of plates) : illustrations (some color) Series Cambridge handbooks in psychology Cambridge handbooks in psychology. Contents Introduction: Cognitive Development Studies: From the History of Psychology to the Current Trends in Cognitive Sciences / Olivier Houdé and Grégoire Borst -- Part I Neurobiological Constraints and Laws of Cognitive Development -- How Life Regulation and Feelings Motivate the Cultural Mind: A Neurobiological Account / Antonio Damasio, Hanna Damasio -- Epigenesis, Synapse Selection, Cultural Imprints, and Human Brain Development: From Molecules to Cognition / Jean-Pierre Changeux -- Mapping the Human Brain from the Prenatal Period to Infancy Using 3D Magnetic Resonance Imaging : Cortical Folding and Early Grey and White Maturation Processes / Arnaud Cachia, Jean-François Mangin, Jessica Dubois -- Development and Maturation of the Human Brain, from Infancy to Adolescence / Tomáš Paus -- Genetic and Experiential Factors in Brain Development : The Examples of Executive Attention and Self-regulation / Michael I. Posner and Mary K. Rothbart -- Brain Basis Underlying the Transition from Adolescence to Adulthood / Beatriz Luna, Orma Ravindranath, Bart Larsen and Ashley Parr -- Part II Fundamentals of Cognitive Development from Infancy to Adolescence and Young Adulthood -- Introduction: Assembling the Building Blocks of Cognition in a Non-linear Dynamical System of Development / Grégoire Borst, Olivier Houdé -- Subpart II. 1 Infancy: The Roots of Human Thinking -- Differences between Humans, Great Apes and Monkeys in Cognition, Communication, Language and Morality / Jacques Vauclair -- Infants' Physical Reasoning and the Cognitive Architecture that Supports It / Yi Lin, Maayan Stavans and Renée Baillargeon -- Infant Categorization / David H. Rakison, Deon T. Benton and Phuong Ngoc Dinh -- Foundational Considerations : Does Primitive Number Sense Provide a Foothold for Learning Formal Mathematics? / Kristy VanMarle -- How Sophisticated Is Infants' Theory of Mind? / Rose M. Scott, Erin Roby, Renée Baillargeon -- Social Cognition and Moral Evaluation in Early Human Childhood / Andreas Falck, Brent Strickland, Pierre Jacob -- Scientific Thinking and Reasoning in Infants and Young Children / Mariel K. Goddu and Alison Gopnik -- Computational Approaches to Cognitive Development : Bayesian and Artificial-Neural-Network Models / Ardavan S. Nobandegani, Thomas R. Shultz -- Subpart II.2 Childhood and Adolescence: The Development of Human Thinking -- Development of Qualitative Thinking : Language and Categorization / Susan A. Gelman -- Development of Numerical Knowledge / Robert S. Siegler -- Numerical Cognition and Executive Functions : Development As Progressive Inhibitory Control of Misleading Visuospatial Dimensions / Margot Roell, Olivier Houdé, Grégoire Borst, Arnaud Viarouge -- Developing Theory of Mind and Counterfactual Reasoning in Children / Josef Perner, Eugenia Kulakova and Eva Rafetseder -- Development of Executive Function Skills in Childhood : Relevance for Important Life Outcomes / Keith Happaney, Philip David Zelazo -- Developing Cognitive Control and Flexible Adaptation during Childhood / Nicolas Chevalier, Agnès Blaye -- Reasoning Bias and Dual Process Theory : Developmental Considerations and Current Directions / Darren Frey, Wim De Neys -- Social Cognitive Development : The Intergroup Context / Lisa Chalik, Antonia Misch and Yarrow Dunham -- Behavioral and Neural Development of Cognitive Control and Risky Decision-Making across Adolescence / Neeltje E. Blankenstein, Jiska S. Peper, Eveline A. Crone -- The Triadic Neural Systems Model through a Machine-Learning Mill / Monique Ernst, Josh Gowin and Claudie Gaillard -- Part III Education and School-Learning Domains -- Linking Cognitive Neuroscientific Research to Educational Practice in the Classroom / Nathan T. T. Lau and Daniel Ansari -- Literacy: Understanding Normal and Impaired Reading Development through Personalized Large-Scale Neurocomputational Models / Johannes C. Ziegler, Conrad Perry and Marco Zorzi -- Reasoning in Mathematical Development : Neurocognitive Foundations and Their Implications for the Classroom / Jérôme Prado, Marie-Line Gardes -- Children's Scientific Reasoning Skills in Light of General Cognitive Development / Peter A. Edelsbrunner, Ralph Schumacher and Elsbeth Stern -- Working Memory Training : From the Laboratory to Schools / Torkel Klingberg, Bruno Sauce -- Interventions for Improving Executive Functions during Development: Working Memory, Cognitive Flexibility, and Inhibition / Nikolaus Steinbeis and Claire Rosalie Smid -- Curiosity-Driven Learning in Development : Computational Theories and Educational Applications / Pierre-Yves Oudeyer -- Neurocomputational Methods : From Models of Brain and Cognition to Artificial Intelligence in Education / Michael S. C. Thomas, Kaska Porayska-Pomsta Summary "The scientific study of cognitive development in young children traces its roots back to Jean Piaget, a pioneer of this field in the twentieth century (Piaget, 1954, 1983). From infancy to adolescence, children progress through four psychological stages: (1) the sensorimotor stage from birth to two years (when cognitive functioning is based primarily on biological reactions, motor skills and perceptions); (2) the preoperational stage from two to seven years (when symbolic thought and language become prevalent, but reasoning is illogical by adult standards); (3) the concrete operations stage from seven to twelve years (when logical reasoning abilities emerge but are limited to concrete objects and events); and (4) the formal operations stage at approximately twelve years (when thinking about abstract, hypothetical, and contrary-to-fact ideas becomes possible). According to Piaget, the child, like the logician or mathematician, "models" objects, their properties, and their relations through a succession of cognitive frameworks, from primary biological reactions and motor skills to high-order formal thinking. After the age of twelve, children model a formal hypothetico-deductive logic that ultimately resembles the rational logic of scientists and mathematicians. Piaget was the first psychologist to take children's thinking seriously. His genius was based on the idea of building his child development theory on triple roots in epistemological, biological, and logico-mathematical foundations. Consequently, Piaget is now recognized as one of the precursors of cognitive science during the last century (Fischer & Kaplan, 2003)"-- Provided by publisher "How does cognition develop in infants, children and adolescents? This handbook presents a cutting-edge overview of the field of cognitive development, spanning basic methodology, key domain-based findings and applications. Part One covers the neurobiological constraints and laws of brain development, while Part Two covers the fundamentals of cognitive development from birth to adulthood: object, number, categorization, reasoning, decision-making and socioemotional cognition. The final Part Three covers educational and school-learning domains, including numeracy, literacy, scientific reasoning skills, working memory and executive skills, metacognition, curiosity-driven active learning and more. Featuring chapters written by the world's leading scholars in experimental and developmental psychology, as well as in basic neurobiology, cognitive neuroscience, computational modelling and developmental robotics, this collection is the most comprehensive reference work to date on cognitive development of the twenty-first century. It will be a vital resource for scholars and graduate students in developmental psychology, neuroeducation and the cognitive sciences."-- Provided by publisher Bibliography Includes bibliographical references and index Notes Online resource; title from digital title page (viewed on April 12, 2022) Subject Piaget, Jean, 1896-1980. SUBJECT Piaget, Jean, 1896-1980. fast (OCoLC)fst00028859 Subject Cognition in children. Developmental psychology. Cognition in children. Developmental psychology. Form Electronic book Author Houdé, Olivier, editor. Borst, Grégoire, 1977- editor. LC no. 2021033330 ISBN 9781108399838 1108399835

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