Concepts Kinds and Cognitive Development

Concepts, Kinds, and Cognitive Development is included in the series Learning, Development, and Conceptual Change. A Bradford Book.

Author: Frank C. Keil

Publisher: Bradford Books

ISBN: 9780262111317

Category: Psychology

Page: 328

View: 780

In Concepts, Kinds, and Cognitive Development, Frank Keil provides a coherent account of how concepts and word meanings develop in children, adding to our understanding of the representational nature of concepts and word meanings at all ages.Keil argues that it is impossible to adequately understand the nature of conceptual representation without also considering the issue of learning. Weaving together issues in cognitive development, philosophy, and cognitive psychology, he reconciles numerous theories, backed by empirical evidence from nominal kinds studies, natural-kinds studies, and studies of fundamental categorical distinctions. He shows that all this evidence, when put together, leads to a better understanding of semantic and conceptual development.The book opens with an analysis of the problems of modeling qualitative changes in conceptual development, investigating how concepts of natural kinds, nominal kinds, and artifacts evolve.The studies on nominal kinds document a powerful and unambiguous developmental pattern indicating a shift from a reliance on global tabulations of characteristic features to what appears to be a small set of defining ones. The studies on natural kinds document an analogous shift toward a core theory instead of simple definition. Both sets of studies are strongly supported by cross cultural data.While these patterns seem to suggest that the young child organizes concepts according to characteristic features, Kell argues that there is a framework of conceptual categories and causal beliefs that enables even very young children to understand kinds at a deeper, theoretically guided, level. This account suggests a new way of understanding qualitative change and carries strong implications for how concepts are represented at any point in development.Frank Keil is Professor of Psychology at Cornell University and Co Director of the Cognitive Studies Program at Cornell. Concepts, Kinds, and Cognitive Development is included in the series Learning, Development, and Conceptual Change. A Bradford Book.

Concepts Kinds and Cognitive Development

This second type of change , to which I now turn , raises new problems both with characterizing conceptual shifts as qualitative and with " tracking " concepts . Conceptual Change and Theory Shifts Carey and her associates ( for example ...

Author: Frank C. Keil

Publisher: MIT Press

ISBN: 9780262610766

Category: Psychology

Page: 348

View: 142

In Concepts, Kinds, and Cognitive Development, Frank C. Keil provides a coherent account of how concepts and word meanings develop in children, adding to our understanding of the representational nature of concepts and word meanings at all ages. Keil argues that it is impossible to adequately understand the nature of conceptual representation without also considering the issue of learning. Weaving together issues in cognitive development, philosophy, and cognitive psychology, he reconciles numerous theories, backed by empirical evidence from nominal kinds studies, natural-kinds studies, and studies of fundamental categorical distinctions. He shows that all this evidence, when put together, leads to a better understanding of semantic and conceptual development. The book opens with an analysis of the problems of modeling qualitative changes in conceptual development, investigating how concepts of natural kinds, nominal kinds, and artifacts evolve. The studies on nominal kinds document a powerful and unambiguous developmental pattern indicating a shift from a reliance on global tabulations of characteristic features to what appears to be a small set of defining ones. The studies on natural kinds document an analogous shift toward a core theory instead of simple definition. Both sets of studies are strongly supported by cross cultural data. While these patterns seem to suggest that the young child organizes concepts according to characteristic features, Keil argues that there is a framework of conceptual categories and causal beliefs that enables even very young children to understand kinds at a deeper, theoretically guided, level. This account suggests a new way of understanding qualitative change and carries strong implications for how concepts are represented at any point in development. A Bradford Book

The MIT Encyclopedia of the Cognitive Sciences MITECS

In M. A. Conway and S. E. Gathercole , Eds . , Cognitive Models of Memory . ... Concepts and Conceptual Development : Ecological and Intellectual Bases of Categories . ... Concepts , Kinds and Cognitive Development .

Author: Robert A. Wilson

Publisher: MIT Press

ISBN: 9780262731447

Category: Psychology

Page: 1096

View: 614

Since the 1970s the cognitive sciences have offered multidisciplinary ways of understanding the mind and cognition. The MIT Encyclopedia of the Cognitive Sciences (MITECS) is a landmark, comprehensive reference work that represents the methodological and theoretical diversity of this changing field. At the core of the encyclopedia are 471 concise entries, from Acquisition and Adaptationism to Wundt and X-bar Theory. Each article, written by a leading researcher in the field, provides an accessible introduction to an important concept in the cognitive sciences, as well as references or further readings. Six extended essays, which collectively serve as a roadmap to the articles, provide overviews of each of six major areas of cognitive science: Philosophy; Psychology; Neurosciences; Computational Intelligence; Linguistics and Language; and Culture, Cognition, and Evolution. For both students and researchers, MITECS will be an indispensable guide to the current state of the cognitive sciences.

The Cognitive Animal

Empirical and Theoretical Perspectives on Animal Cognition Marc Bekoff, Colin Allen, Gordon M. Burghardt ... Modularity and development : The case of spatial reorientation . Cognition ... Concepts , Kinds , and Cognitive Development .

Author: Marc Bekoff

Publisher: MIT Press

ISBN: 9780262523226

Category: Psychology

Page: 504

View: 527

The fifty-seven original essays in this book provide a comprehensive overview of the interdisciplinary field of animal cognition. The contributors include cognitive ethologists, behavioral ecologists, experimental and developmental psychologists, behaviorists, philosophers, neuroscientists, computer scientists and modelers, field biologists, and others. The diversity of approaches is both philosophical and methodological, with contributors demonstrating various degrees of acceptance or disdain for such terms as "consciousness" and varying degrees of concern for laboratory experimentation versus naturalistic research. In addition to primates, particularly the nonhuman great apes, the animals discussed include antelopes, bees, dogs, dolphins, earthworms, fish, hyenas, parrots, prairie dogs, rats, ravens, sea lions, snakes, spiders, and squirrels. The topics include (but are not limited to) definitions of cognition, the role of anecdotes in the study of animal cognition, anthropomorphism, attention, perception, learning, memory, thinking, consciousness, intentionality, communication, planning, play, aggression, dominance, predation, recognition, assessment of self and others, social knowledge, empathy, conflict resolution, reproduction, parent-young interactions and caregiving, ecology, evolution, kin selection, and neuroethology.

Language in Cognitive Development

The development of voluntary memory in preschool age children . ... Cognitive factors and family structure associated with theory of mind development in young children . ... Concepts , kinds , and cognitive development .

Author: Katherine Nelson

Publisher: Cambridge University Press

ISBN: 9780521629874

Category: Language Arts & Disciplines

Page: 452

View: 927

This book discusses the role of language as a cognitive and communicative tool in a child's early development.

Conceptual Development

H. Flavell 8c L. Ross (Eds), Social cognitive development: Frontiers and possible futures (pp. 43—66). ... 13: Perceptual and cognitive development (pp. 117—150). New York: Academic Press. ... Concepts, kinds, and cognitive development.

Author: Ellin Kofsky Scholnick

Publisher: Psychology Press

ISBN: 1135686939

Category: Psychology

Page: 360

View: 219

This book examines a key issue in current cognitive theories - the nature of representation. Each chapter is characterized by attempts to frame hot topics in cognitive development within the landscape of current developmental theorizing and the past legacy of genetic epistemology. The chapters address four questions that are fundamental to any developmental line of inquiry: How should we represent the workings and contents of the mind? How does the child construct mental models during the course of development? What are the origins of these models? and What accounts for the novelties that are the products and producers of developmental change? These questions are situated in a historical context, Piagetian theory, and contemporary researchers attempt to trace how they draw upon, depart from, and transform the Piagetian legacy to revisit classic issues such as the child's awareness of the workings of mental life, the child's ability to represent the world, and the child's growing ability to process and learn from experience. The theoretical perspectives covered include constructivism, connectionism, theory-theory, information processing, dynamical systems, and social constructivist approaches. The research areas span imitation, mathematical reasoning, biological knowledge, language development, and theory of mind. Written by major contributors to the field, this work will be of interest to students and researchers wanting a brief but in-depth overview of the contemporary field of cognitive development.

Language Acquisition and Conceptual Development

In this volume, leading scholars from these rapidly evolving fields of research examine the relationship between child language acquisition and cognitive development.

Author: Melissa Bowerman

Publisher: Cambridge University Press

ISBN: 9780521593588

Category: Language Arts & Disciplines

Page: 602

View: 340

Recent years have seen a revolution in our knowledge of how children learn to think and speak. In this volume, leading scholars from these rapidly evolving fields of research examine the relationship between child language acquisition and cognitive development. At first sight, advances in the two areas seem to have moved in opposing directions: the study of language acquisition has been especially concerned with diversity, explaining how children learn languages of widely different types, while the study of cognitive development has focused on uniformity, clarifying how children build on fundamental, presumably universal concepts. This book brings these two vital strands of investigation into close dialogue, suggesting a synthesis in which the process of language acquisition may interact with early cognitive development. It provides empirical contributions based on a variety of languages, populations and ages, and theoretical discussions that cut across the disciplines of psychology, linguistics and anthropology.

Conventionality in Cognitive Development How Children Acquire Shared Representations in Language Thought and Action

Poster presented at the biennial meetings of the Society for Research in Child Development , Atlanta , GA . Keil , F . C . ( 1989 ) . Concepts , kinds , and cognitive development . Cambridge : Cambridge University Press .

Author: Mark A. Sabbagh

Publisher: Jossey-Bass

ISBN:

Category: Education

Page: 101

View: 483

An important part of cognitive development is coming to think in culturally normative ways. Children learn the right names for objects, proper functions for tools, appropriate ways to categorize, and the rules for games. In each of these cases, what makes a given practice normative is not naturally given. There is not necessarily any objectively better or worse way to do any of these things. Instead, what makes them correct is that people agree on how they should be done, and each of these practices therefore has an important conventional basis. The chapters in this volume highlight the fact that successful participation in practices of language, cognition, and play depends on children's ability to acquire representations that other members of their social worlds share. Each of these domains poses problems of identifying normative standards and achieving coordination across agents. This volume brings together scholars from diverse areas in cognitive development to consider the psychological mechanisms supporting the use and acquisition of conventional knowledge. This is the 115th volume of the quarterly report series New Directions for Child and Adolescent Development.

Proceedings of the European Cognitive Science Conference 2007

Concepts , Kinds Kinds and Cognitive Development , In Data and Knowledge Engineering . The MIT Press Kokinov , B. , & French , R. M. ( 2002 ) . Computational models of analogy - making . In L. Nadel ( Ed . ) , Encyclopedia of cognitive ...

Author: Stella Vosniadou

Publisher: Taylor & Francis

ISBN: 1317705564

Category: Psychology

Page: 976

View: 868

This volume contains the invited lectures, invited symposia, symposia, papers and posters presented at the 2nd European Cognitive Science Conference held in Greece in May 2007. The papers presented in this volume range from empirical psychological studies and computational models to philosophical arguments, meta-analyses and even to neuroscientific experimentation. The quality of the work shows that the Cognitive Science Society in Europe is an exciting and vibrant one. There are 210 contributions by cognitive scientists from 27 different countries, including USA, France, UK, Germany, Greece, Italy, Belgium, Japan, Spain, the Netherlands, and Australia. This book will be of interest to anyone concerned with current research in Cognitive Science.

Doing Without Concepts

Explanatory understanding and conceptual combination. In Explanation and cognition, ed. ... Kamp, H., and Partee, B. 1995. Prototype theory and compositionality. Cognition ... Concepts, kinds, and cognitive development.

Author: Edouard Machery

Publisher: Oxford University Press on Demand

ISBN: 0195306880

Category: Philosophy

Page: 283

View: 229

In Doing without Concepts, Edouard Machery argues that the dominant psychological theories of concept fail to provide a coherent framework to organize our extensive empirical knowledge about concepts. Machery proposes that to develop such a framework, drastic conceptual changes are required.