Results for 'Cognitive development'

997 found
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  1. Gricean Communication and Cognitive Development.Richard Moore - 2017 - Philosophical Quarterly 67 (267).
    On standard readings of Grice, Gricean communication requires (a) possession of a concept of belief, (b) the ability to make complex inferences about others’ goal-directed behaviour, and (c) the ability to entertain fourth order meta-representations. To the extent that these abilities are pre-requisites of Gricean communication they are inconsistent with the view that Gricean communication could play a role in their development. In this paper, I argue that a class of ‘minimally Gricean acts’ satisfy the intentional structure described by (...)
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  2. Is Cognition Enough to Explain Cognitive Development?Linda B. Smith & Adam Sheya - 2010 - Topics in Cognitive Science 2 (4):725-735.
    Traditional views separate cognitive processes from sensory–motor processes, seeing cognition as amodal, propositional, and compositional, and thus fundamentally different from the processes that underlie perceiving and acting. These were the ideas on which cognitive science was founded 30 years ago. However, advancing discoveries in neuroscience, cognitive neuroscience, and psychology suggests that cognition may be inseparable from processes of perceiving and acting. From this perspective, this study considers the future of cognitive science with respect to the study (...)
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  3.  12
    Genetic Phenomenology, Cognitive Development, and the Embodied/ Extended Mind.M. Bower - 2015 - Journal of Consciousness Studies 22 (9-10):83-108.
    There is clearly some area of thematic overlap between the subject matter of Edmund Husserl's genetic phenomenology and studies of cognitive development. I aim in this paper to clarify the extent of this overlap. This will, I hope, serve as an indicator about whether genetic phenomenology might be able to shed some light on actual cognitive-development phenomena. To begin with, I differentiate two strands within Husserl's genetic phenomenology, an idealized and a concrete approach. After providing a (...)
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  4. The Neural Basis of Cognitive Development: A Constructivist Manifesto.Steven R. Quartz & Terrence J. Sejnowski - 1997 - Behavioral and Brain Sciences 20 (4):537-556.
    How do minds emerge from developing brains? According to the representational features of cortex are built from the dynamic interaction between neural growth mechanisms and environmentally derived neural activity. Contrary to popular selectionist models that emphasize regressive mechanisms, the neurobiological evidence suggests that this growth is a progressive increase in the representational properties of cortex. The interaction between the environment and neural growth results in a flexible type of learning: minimizes the need for prespecification in accordance with recent neurobiological evidence (...)
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  5.  86
    Language and the Development of Cognitive Control.Lucy Cragg & Kate Nation - 2010 - Topics in Cognitive Science 2 (4):631-642.
    We review the relationships between language, inner speech, and cognitive control in children and young adults, focusing on the domain of cognitive flexibility. We address the role that inner speech plays in flexibly shifting between tasks, addressing whether it is used to represent task rules, provide a reminder of task order, or aid in task retrieval. We also consider whether the development of inner speech in childhood serves to drive the development of cognitive flexibility. We (...)
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  6.  26
    The Significance of Gender in Predicting the Cognitive Moral Development of Business Practitioners Using the Sociomoral Reflection Objective Measure.Beverly Kracher & Robert P. Marble - 2008 - Journal of Business Ethics 78 (4):503-526.
    This study constitutes a contribution to the discussion about moral reasoning in business. Kohlberg’s (1971, in Cognitive Development and Epistemology (Academic Press, New York), 1976, in Moral Development and Behavior: Theory and Research and Social Issues (Holt, Rienhart and Winston, New York)) cognitive moral development (CMD) theory is one explanation of moral reasoning. One unresolved debate on the topic of CMD is the charge that Kohlbergian-type CMD theory is gender biased. This research puts forth the (...)
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  7.  48
    Factors Related to the Cognitive Moral Development of Business Students and Business Professionals in India and the United States: Nationality, Education, Sex and Gender. [REVIEW]Beverly Kracher, Abha Chatterjee & Arlene R. Lundquist - 2002 - Journal of Business Ethics 35 (4):255-268.
    This research focuses on the similarities and differences in the cognitive moral development of business professionals and graduate business students in two countries, India and the United States. Factors that potentially influence cognitive moral development, namely, culture, education, sex and gender are analyzed and discussed. Implications for ethics education in graduate business schools and professional associations are considered. Future research on the cognitive moral development of graduate business students and business professionals is recommended.
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  8.  35
    Compulsory Ethics Education and the Cognitive Moral Development of Salespeople: A Quasi-Experimental Assessment. [REVIEW]George Izzo - 2000 - Journal of Business Ethics 28 (3):223 - 241.
    This study investigated several basic research questions suggesting a positive relationship between education and cognitive moral development. More specifically, these research questions examined the relationship between government mandated ethics education and cognitive moral development by testing the efficacy of a compulsory ethics intervention. Kohlberg's (1969, 1984) Cognitive Moral Development Theory was applied to test the efficacy of compulsory ethics education on the moral development of real estate salespeople used comparative statistical measures of ethical (...)
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  9.  31
    Multiscale Modeling of Gene–Behavior Associations in an Artificial Neural Network Model of Cognitive Development.Michael S. C. Thomas, Neil A. Forrester & Angelica Ronald - 2016 - Cognitive Science 40 (1):51-99.
    In the multidisciplinary field of developmental cognitive neuroscience, statistical associations between levels of description play an increasingly important role. One example of such associations is the observation of correlations between relatively common gene variants and individual differences in behavior. It is perhaps surprising that such associations can be detected despite the remoteness of these levels of description, and the fact that behavior is the outcome of an extended developmental process involving interaction of the whole organism with a variable environment. (...)
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  10.  44
    Reconsidering the Role of Overcoming Perturbations in Cognitive Development: Constructivism and Consicousness.Joe Becker - 2004 - Human Development 47 (2):77-93.
    Constructivist theory must choose between the hypothesis that felt perturbation drives cognitive development (the priority of felt perturbation) and the hypothesis that the particular process that eventually produces new cognitive structures first produces felt perturbation (the continuity of process). There is ambivalence in Piagetian theory regarding this choice. The prevalent account of constructivist theory adopts the priority of felt perturbation. However, on occasion Piaget has explicitly rejected it, simultaneously endorsing the continuity of process. First, I explicate and (...)
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  11. Three Approaches to Human Cognitive Development: Neo-Nativism, Neuroconstructivism, and Dynamic Enskillment.Mirko Farina - 2016 - British Journal for the Philosophy of Science 67 (2):617-641.
    In Section 1, I introduce three views that explain human cognitive development from different standpoints: Marcus’s neo-nativism, standard neuroconstructivism, and neo-neuroconstructivism. In Section 2, I assess Marcus’s attempt to reconcile nativism with developmental flexibility. In Section 3, I argue that in structurally reconfiguring nativism, Marcus ends up transforming it into an unrecognizable form, and I claim that his view could be accommodated within the more general framework provided by standard neuroconstructivism. In Section 4, I focus on recent empirical (...)
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  12. : A Dual-Process Approach to Cognitive Development: The Case of Children's Understanding of Sunk Cost Decisions.Paul A. Klaczynski & Jennifer M. Cottrell - 2004 - Thinking and Reasoning 10 (2):147 – 174.
    Only in recent years have developmental psychologists begun advocating and exploring dual-process theories and their applicability to cognitive development. In this paper, a dual-process model of developments in two processing systems—an “analytic” and an “experiential” system—is discussed. We emphasise the importance of “metacognitive intercession” and developments in this ability to override experiential processing. In each of two studies of sunk cost decisions, age-related developments in normative decisions were observed, as were declines in the use of a “waste not” (...)
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  13.  50
    Is Scientific Theory Change Similar to Early Cognitive Development? Gopnik on Science and Childhood.Tim Fuller - 2013 - Philosophical Psychology 26 (1):109 - 128.
    (2013). Is scientific theory change similar to early cognitive development? Gopnik on science and childhood. Philosophical Psychology: Vol. 26, No. 1, pp. 109-128. doi: 10.1080/09515089.2011.625114.
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  14.  17
    An Embodied Theory of Cognitive Development: Within Reach?Jeffrey J. Lockman - 2001 - Behavioral and Brain Sciences 24 (1):48-48.
    Thelen et al. not only offer an important new theoretical account of the Stage 4 object permanence error but provide the foundation of a new theory of cognitive development that is grounded in action. The success of dynamic field theory as a more general account of cognitive functioning, however, will depend on the degree to which it can model more generative capacities that are not limited to simple choice situations. Imitation and problem solving are suggested as two (...)
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  15.  21
    Cognitive Development, Self Knowledge and Moral Education.Mal Leicester & Richard Pearce - 1997 - Journal of Moral Education 26 (4):455-472.
    Abstract This paper rejects the notion of moral education in adulthood as merely remedial, i.e. as providing a second chance to learn that which should have been learned in school, or as merely compensatory, i.e. as making up for the waning of our cognitive abilities which (stereotypically) occurs with age. Rather, it advocates a conception of lifelong moral education which presupposes that there are social and cognitive features of maturity which have the potential to generate some worthwhile learning (...)
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  16.  4
    Semiotic Aspects of Cognitive Development: Illustrations From Early Mathematical Cognition.Joe Becker & Maria Varelas - 1993 - Psychological Review 100 (3):420-431.
    The premise of this article is that cognitive development involves both conceptual and semiotic achievements. From this perspective, the authors emphasize the distinctness of the semiotic issues and develop a differentiated appreciation of the semiotic aspects of cognition, particularly in the field of elementary mathematical cognition. The authors provide semiotic analyses of the differences between counting, adding, and multiplying and of the conventional place-value system. The authors introduce the concept of the field of reference of a sign, the (...)
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  17.  17
    A Classroom Discipline Model for Promoting Social Cognitive Development in Early Childhood.Robert D. Enright - 1981 - Journal of Moral Education 11 (1):47-60.
    Abstract Two first grade teachers were trained in the use of a social cognitive model developed by the present author. The teachers were instructed to use the model in the naturalistic context of the classroom whenever interpersonal difficulties arose in order to increase the students? levels of interpersonal conceptions and social problem solving abilities. For the first 11 weeks, Class 1 was an experimental condition and Class 2 was a control. After the 11 week period, Class 1 was higher (...)
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  18.  22
    Is Relational Complexity a Useful Metric for Cognitive Development?Usha Goswami - 1998 - Behavioral and Brain Sciences 21 (6):838-839.
    This commentary focusses on the evidence used by Halford et al. to support their postulated links between relational complexity and age differences in children's understanding of concepts. None of their developmental claims is consistent with recent cognitive-developmental research. Relational complexity must be an important variable in cognition, but it does not provide a satisfactory metric for explaining cognitive development.
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  19. Cognitive Development and the Acquisition of Language.B. A. Moskowitz - 1973 - In T. E. Moore (ed.), Cognitive Development and the Acquisition of Language. Academic. pp. 223--260.
  20.  31
    The Essence of Cognitive Development.John P. Spencer - 2001 - Behavioral and Brain Sciences 24 (1):62-63.
    Psychologists have long debated the underlying cause of infants' perseverative reaching. Thelen et al. explain the error in terms of general processes that make goal-directed actions to remembered locations. The context- and experience-dependent nature of their model implies that there is no single cause of the A-not-B error, and, more generally, no core essence to cognitive development.
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  21.  29
    From Neural Constructivism to Children's Cognitive Development: Bridging the Gap.Denis Mareschal & Thomas R. Shultz - 1997 - Behavioral and Brain Sciences 20 (4):571-572.
    Missing from Quartz & Sejnowski's (Q&S's) unique and valuable effort to relate cognitive development to neural constructivism is an examination of the global emergent properties of adding new neural circuits. Such emergent properties can be studied with computational models. Modeling with generative connectionist networks shows that synaptogenic mechanisms can account for progressive increases in children's representational power.
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  22.  11
    Spatial Categorization and its Relationship with Cognitive Development: A Pilot Study in Chilean Spanish.Carla Rimassa & Sabela Fernández-Silva - 2014 - Alpha (Osorno) 38:137-154.
    En este artículo presentamos un estudio piloto en que se explora la relación entre la conceptualización del espacio y el desarrollo cognitivo. Para ello se pidió a ocho sujetos de cuatro rangos etarios describir la ubicación espacial de los elementos de una fotografía, a fin de identificar los aspectos que diferencian las expresiones referentes a la ubicación espacial entre rangos etarios. Se observa que, en nuestra muestra, la conceptualización del espacio se complejiza conforme avanza la edad, con diferencias en cinco (...)
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  23.  23
    Beyond Substance Concepts in Cognitive Development.Katherine Nelson - 1998 - Behavioral and Brain Sciences 21 (1):81-82.
    Millikan's theory of substance concepts has advantages for psychological theories, including those in cognitive development. However, the disadvantage is that it cannot be generalized even to some of the most common concepts that children acquire in the early years of life. For a general theory we must get beyond substances.
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  24.  8
    Constructivism, Culture, and Cognitive Development: What Kind of Schemes for a Cultural Psychologist?B. Troadec - 2007 - Constructivist Foundations 3 (1):38-51.
    Purpose: My first purpose is to present an epistemological and ideological analysis of various conceptions of the mind--culture relationship and to state why it is fruitless to set them against each other. My second purpose is to answer the following two questions within the framework of cultural cognitive development: (1) How do I understand and explain the interaction between two cultural actors, one of whom is myself? (2) How do I model cultural intersubjectivity? Addressing these two aims, I (...)
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  25.  2
    Transformative Communication as Semiotic Scaffolding of Cognitive Development.Duygu Uygun Tunç - 2019 - American Journal of Semiotics 35 (1):117-154.
    The paper examines the role of earliest communicative interactions in the development of social-cognitive functions through a communication-theoretical interpretation of Hoffmeyer’s notion “semiotic scaffolding”. Drawing on Bateson’s notion of metacommunication and Vygotskian perspectives on cognitive-semiotic development, it argues that the primary semiotic achievement of human evolution and development is the differentiation of meaning into inter-referential layers that are communicatively established, which in turn provides an ecological foundation for multilevel and multimodal semiosis. Ontogenetically regarded, differentiation of (...)
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  26.  15
    A New "Stairway to Moral Heaven"? A Systematic Reconstruction of Stages of Moral Thinking Based on a Piagetian "Logic" of Cognitive Development.Gerhard Minnameier - 2001 - Journal of Moral Education 30 (4):317-337.
    One of the main deficiencies of the Kohlberg theory is that it has never lived up to the claim of being a structural developmental theory. First of all, it has never been shown, what specific problems arise at each stage and how these are resolved at the following one (integrating all lower stages). The present approach tries to fill this gap by starting from an elaborated developmental logic, which is then applied to the field of moral thinking. Thus, stages are (...)
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  27.  40
    Individualism and Cognitive Development.Philip Gerrans - 2004 - Behavioral and Brain Sciences 27 (1):107-108.
    Individualism is not inconsistent with social interaction; it is required to explain it. Social exchanges, evidenced in gaze monitoring, social referencing, emotional responses, protodeclarative and imperative pointing, pretence, play, and conversation all play a role in development, but the nature of that role is opaque without an understanding of the cognitive mechanisms on which they depend.
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  28.  14
    Getting Beyond the “Convenience Sample” in Research on Early Cognitive Development.Anne Fernald - 2010 - Behavioral and Brain Sciences 33 (2-3):91 - 92.
    Research on the early development of fundamental cognitive and language capacities has focused almost exclusively on infants from middle-class families, excluding children living in poverty who may experience less cognitive stimulation in the first years of life. Ignoring such differences limits our ability to discover the potentially powerful contributions of environmental support to the ontogeny of cognitive and language abilities.
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  29.  51
    Mapping Brain Maturation and Cognitive Development During Adolescence.Tomáš Paus - 2005 - Trends in Cognitive Sciences 9 (2):60-68.
  30.  69
    Imaging the Developing Brain: What Have We Learned About Cognitive Development?B. J. Casey, N. Tottenham, C. Liston & S. Durston - 2005 - Trends in Cognitive Sciences 9 (3):104-110.
  31.  42
    Processes of Change in Brain and Cognitive Development.M. H. Johnson & Y. Munakata - 2005 - Trends in Cognitive Sciences 9 (3):152-158.
  32.  63
    Can Scientific Development and Children's Cognitive Development Be the Same Process?Stephen M. Downes - 1999 - Philosophy of Science 66 (4):565-578.
    In this paper I assess Gopnik and Meltzoff's developmental psychology of science as a contribution to the understanding of scientific development. I focus on two specific aspects of Gopnik and Meltzoff's approach: the relation between their views and recapitulationist views of ontogeny and phylogeny in biology, and their overall conception of cognition as a set of veridical processes. First, I discuss several issues that arise from their appeal to evolutionary biology, focusing specifically on the role of distinctions between ontogeny (...)
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  33.  42
    The Norms of Cognitive Development.Philip Gerrans - 1998 - Mind and Language 13 (1):56-75.
    Once the notion of a precursive relationship between developmental stages is fully articulated in terms of the distinction between ‘role’ and ‘realiser’ states, it turns out that the ‘Theory of Mind’ literature operates with a notion of precursive relationships described at too high a level of abstraction to explain actual mechanisms of development. Furthermore, the tendency within that literature to explain precursive relationships in terms of role states with isomorphic linguistic/computational structures is misleading. Developmental relationships are more likely to (...)
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  34.  22
    Going Beyond Input Quantity: Wh‐Questions Matter for Toddlers' Language and Cognitive Development.Meredith L. Rowe, Kathryn A. Leech & Natasha Cabrera - 2017 - Cognitive Science 41 (S1):162-179.
    There are clear associations between the overall quantity of input children are exposed to and their vocabulary acquisition. However, by uncovering specific features of the input that matter, we can better understand the mechanisms involved in vocabulary learning. We examine whether exposure to wh-questions, a challenging quality of the communicative input, is associated with toddlers' vocabulary and later verbal reasoning skills in a sample of low-income, African-American fathers and their 24-month-old children. Dyads were videotaped in free play sessions at home. (...)
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  35.  49
    Bad Apples in Bad Barrels Revisited: Cognitive Moral Development, Just World Beliefs, Rewards, and Ethical Decision-Making.Neal M. Ashkanasy, Carolyn A. Windsor & Linda K. Treviño - 2006 - Business Ethics Quarterly 16 (4):449-474.
    Abstract: In this study, we test the interactive effect on ethical decision-making of (1) personal characteristics, and (2) personal expectancies based on perceptions of organizational rewards and punishments. Personal characteristics studied were cognitive moral development and belief in a just world. Using an in-basket simulation, we found that exposure to reward system information influenced managers’ outcome expectancies. Further, outcome expectancies and belief in a just world interacted with managers’ cognitive moral development to influence managers’ ethical decision-making. (...)
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  36.  7
    Structural Constraints on Cognitive Development: Introduction to a Special Issue of Cognitive Science.Rochel Gelman - 1990 - Cognitive Science 14 (1):3-9.
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  37. A Tutorial Introduction to Bayesian Models of Cognitive Development.Amy Perfors, Joshua B. Tenenbaum, Thomas L. Griffiths & Fei Xu - 2011 - Cognition 120 (3):302-321.
  38.  52
    Connectionist Models of Cognitive Development: Where Next?J. Elman - 2005 - Trends in Cognitive Sciences 9 (3):111-117.
  39.  62
    At the Intersection of Social and Cognitive Development: Internal Working Models of Attachment in Infancy.Susan C. Johnson, Carol S. Dweck, Frances S. Chen, Hilarie L. Stern, Su-Jeong Ok & Maria Barth - 2010 - Cognitive Science 34 (5):807-825.
    Three visual habituation studies using abstract animations tested the claim that infants’ attachment behavior in the Strange Situation procedure corresponds to their expectations about caregiver–infant interactions. Three unique patterns of expectations were revealed. Securely attached infants expected infants to seek comfort from caregivers and expected caregivers to provide comfort. Insecure-resistant infants not only expected infants to seek comfort from caregivers but also expected caregivers to withhold comfort. Insecure-avoidant infants expected infants to avoid seeking comfort from caregivers and expected caregivers to (...)
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  40. Interdisciplinary Perspectives on the Development, Integration and Application of Cognitive Ontologies.Janna Hastings, Gwen Alexandra Frishkoff, Barry Smith, Mark Jensen, Russell Poldrack, Jessica Turner, Jane Lomax, Anita Bandrowski, Fahim Imam, Jessica A. Turner & Maryann E. Martone - 2014 - Frontiers in Neuroinformatics 8 (62):1-7.
    We discuss recent progress in the development of cognitive ontologies and summarize three challenges in the coordinated development and application of these resources. Challenge 1 is to adopt a standardized definition for cognitive processes. We describe three possibilities and recommend one that is consistent with the standard view in cognitive and biomedical sciences. Challenge 2 is harmonization. Gaps and conflicts in representation must be resolved so that these resources can be combined for mark-up and interpretation (...)
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  41.  17
    Action-Based Versus Cognitivist Perspectives on Socio-Cognitive Development: Culture, Language and Social Experience Within the Two Paradigms.Robert Mirski & Arkadiusz Gut - forthcoming - Synthese:1-27.
    Contemporary research on mindreading or theory of mind has resulted in three major findings: There is a difference in the age of passing of the elicited-response false belief task and its spontaneous–response version; 15-month-olds pass the latter while the former is passed only by 4-year-olds. Linguistic and social factors influence the development of the ability to mindread in many ways. There are cultures with folk psychologies significantly different from the Western one, and children from such cultures tend to show (...)
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  42.  62
    Missing Sights: Consequences for Visual Cognitive Development.D. Maurer, T. Lewis & C. MondloCh - 2005 - Trends in Cognitive Sciences 9 (3):144-151.
  43.  17
    Probabilistic Models, Learning Algorithms, and Response Variability: Sampling in Cognitive Development.Elizabeth Bonawitz, Stephanie Denison, Thomas L. Griffiths & Alison Gopnik - 2014 - Trends in Cognitive Sciences 18 (10):497-500.
  44.  27
    Species Comparative Studies and Cognitive Development.J. Gomez - 2005 - Trends in Cognitive Sciences 9 (3):118-125.
  45. How Language Acquisition Builds on Cognitive Development.Eve V. Clark - 2004 - Trends in Cognitive Sciences 8 (10):472-478.
  46. Methodological Challenges for Understanding Cognitive Development in Infants.R. Aslin & J. Fiser - 2005 - Trends in Cognitive Sciences 9 (3):92-98.
  47.  80
    A Theory of Cognitive Development: The Control and Construction of Hierarchies of Skills.Kurt W. Fischer - 1980 - Psychological Review 87 (6):477-531.
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  48.  62
    Mechanisms of Cognitive Development: Domain-General Learning or Domain-Specific Constraints?Vladimir M. Sloutsky - 2010 - Cognitive Science 34 (7):1125-1130.
  49.  53
    Cognitive Development Following Early Brain Injury: Evidence for Neural Adaptation.J. Stiles, J. Reilly, B. Paul & P. Moses - 2005 - Trends in Cognitive Sciences 9 (3):136-143.
  50. The Nature of Cognitive Development.Scott P. Johnson - 2003 - Trends in Cognitive Sciences 7 (3):102-104.
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