10 found
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  1.  11
    Do Infants Possess an Evolved Spider-Detection Mechanism?David H. Rakison & Jaime Derringer - 2008 - Cognition 107 (1):381-393.
  2.  2
    Correspondences Between What Infants See and Know About Causal and Self-Propelled Motion.Jessica B. Cicchino, Richard N. Aslin & David H. Rakison - 2011 - Cognition 118 (2):171-192.
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  3.  6
    Developing Knowledge of Objects' Motion Properties in Infancy.David H. Rakison - 2005 - Cognition 96 (3):183-214.
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  4.  1
    Is an Infant a People Person?David H. Rakison & Jessica B. Cicchino - 2004 - Cognition 94 (1):105-107.
  5.  2
    Developing Without Concepts.Yevdokiya Yermolayeva & David H. Rakison - 2010 - Behavioral and Brain Sciences 33 (2-3):229-230.
  6.  27
    Fast Tracking: Infants Learn Rapidly About Object Trajectories.David H. Rakison - 2007 - Trends in Cognitive Sciences 11 (4):140-142.
  7.  23
    A Developmental Theory of Implicit and Explicit Knowledge?Diane Poulin-Dubois & David H. Rakison - 1999 - Behavioral and Brain Sciences 22 (5):782-782.
    Early childhood is characterized by many cognitive developmentalists as a period of considerable change with respect to representational format. Dienes & Perner present a potentially viable theory for the stages involved in the increasingly explicit representation of knowledge. However, in our view they fail to map their multi-level system of explicitness onto cognitive developmental changes that occur in the first years of life. Specifically, we question the theory's heuristic value when applied to the development of early mind reading and categorization. (...)
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  8.  1
    Seeing the Unseen: Second-Order Correlation Learning in 7- to 11-Month-Olds.Yevdokiya Yermolayeva & David H. Rakison - 2016 - Cognition 152:87-100.
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  9.  2
    The Development of Modeling or the Modeling of Development?David H. Rakison & Gary Lupyan - 2008 - Behavioral and Brain Sciences 31 (6):726-726.
    We agree with many theoretical points presented by Rogers & McClelland (R&M), especially the role of domain-general learning of coherent covariation. Nonetheless, we argue that in failing to be informed by key aspects of development, including the role of labels on categorization and the emergence of constraints on learning, their model fails to capture important features of the ontogeny of knowledge.
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  10. Andrew P. Bayliss, Giuseppe di Pellegrino and Steven P. Tipper.Helene Intraub, Adele E. Goldberg, Valerie A. Kuhlmeier, Paul Bloom, Karen Wynn, David H. Rakison & Jessica B. Cicchino - 2005 - Cognition 94:259-261.
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