Self-organizing processes in learning to learn words : development is not induction / Linda B. Smith -- Connectionism and language learning / Brian MacWhinney and Franklin Chang -- Systems learning symbol systems : commentary on MacWhinney and Smith / Karen Freeman and Gedeon Deák -- Inventing arithmetic : making children's intuition work in school / Lauren B. Resnick -- Learning mathematics from classroom instruction : cross-cultural and experimental perspectives / James W. Stigler and Clea Fernandez -- Mathematics achievement of American students : first in the world by the year 2000? / Harold W. Stevenson -- Research and reform for U.S. mathematics education : what counts? A commentary on Stevenson, Stigler and Fernandez, and Resnick / Kathleen E. Kremer, Emma K. Adam, and Shane R. Jimerson -- An evolutionary approach to cognition and learning / William R. Charlesworth -- The evolution of mind and culture : a commentary on Charleswoth / James E. Turnure
Summary
Although current views of cognitive development owe a great deal to Jean Piaget, this field has undergone profound change in the years since Piaget's death. This can be witnessed both in the influence connectionist and dynamical system models have exerted on theories of cognition and language, and in how basic work in cognitive development has begun to influence those who work in applied (e.g., educational) settings. This volume brings together an eclectic group of distinguished experts who collectively represent the full spectrum of basic to applied aspects of cognitive development. T
