OSU > Psychology > Faculty > John Opfer > Courses: Cognitive Development (845)
COGNITIVE
DEVELOPMENT
Siegler, R. S., & Alibali, M. W. (2005). Children’s Thinking (4th Edition). Saddle River, NJ: Prentice-Hall. Chapter 1. [lecture.pdf]
Siegler, R. S., & Alibali, M. W. (2005). Chapter 2. Piaget's theory of development.
Siegler, R. S., & Alibali, M. W. (2005). Chapter 3. Information-processing theories.
Siegler, R. S., & Alibali, M. W. (2005). Chapter 4. Sociocultural theories.
Siegler, R. S., & Alibali, M. W. (2005). Chapter 5. Perceptual development. [lecture.pdf]
Slater, A., Mattock, A., & Brown, E. (1990). Size constancy at birth: Newborn infants’ responses to retinal and real size. Journal of Experimental Child Psychology, 49, 314-322.
Slater, A., & Morison, V. (1985). Shape constancy and slant perception at birth. Perception, 14, 337-344.
Campos, J.J., Anderson, D. I., Barbu-Roth, M. A., Hubbard, E. M., Hertenstein, M. J., & Witherington, D. (2000). Travel broadens the mind. Infancy, 1, 149 – 219.
Siegler, R. S., & Alibali, M. W. (2005). Chapter 6. Language development. [lecture.pdf]
Pinker, S. & Bloom, P. (1990). Natural language and natural selection. Behavioral and Brain Sciences, 13, 707-784.
Saffran, J. R., Aslin, R. N., & Newport, E. L. (1996). Statistical learning by 8-month-old infants. Science, 274, 1926-1928.
Marcus, G. F., Vijayan, S., Bandi Rao, S., and Vishton, P. M. (1999). Rule-learning in seven-month-old infants. Science, 283, 77-80
MacWhinney, B. (1975). Rules, rote, and analogy in morphological formations by Hungarian children. Journal of Child Language, 65 -77.
Siegler, R. S., & Alibali, M. W. (2005). Chapter 8. [845ConceptLearning.pdf]
Wynn, K. (1992). Addition and subtraction by human infants. Nature, 358, 749-750.
Clearfield, M. W., & Mix, K. S. (2001). Infants use continuous quantity—not number—to discriminate small visual sets. Journal of Cognition and Development, 2, 243-260.
Cordes, S., & Brannon, E. (2008). The difficulties of representing continuous extent in infancy: Using number is just easier. Child Development, 79, 476 - 489.
Siegler, R. S., Thompson, C. A., & Opfer, J. E. (2009). The logarithmic-to-linear shift: One learning sequence, many tasks, many time scales. Mind, Brain, and Education, 3, 143 - 150
Siegler, R. S., & Alibali, M. W. (2005). Chapter 7. Memory development. [lecture.pdf]
Chi, M. T. H. (1978). Knowledge structures and memory development. In R. S. Siegler (Ed.) Children's thinking: What develops? (pp. 73-96). Hillsdale, NJ: Lawrence Erlbaum Associates.
Waters, H. S. (2000). Memory strategy development: Do we need yet another deficiency? Child Development, 71, 1004-1012.
Miller, P. (2000). How best to utilize a deficiency. Child Development, 71, 1013-1017
Siegler, R. S., & Alibali, M. W. (2005). Chapter 10. [845Reasoning.pdf]
Gentner, D. (1993). Why we’re so smart. In D. Gentner and S. Goldin-Meadow (Eds.), Language in mind: Advances in the study of language and thought (pp. 195 – 235). Cambridge, MA: MIT Press.
Bulloch, M. J., & Opfer, J. E. (2009). What makes relational reasoning smart? Revisiting the perceptual-to-relational shift in the development of generalization. Developmental Science, 12, 114 – 122.
Siegler, R. S. (1976). Three aspects of cognitive development. Cognitive Psychology, 8, 481-520.
Siegler, R. S., & Alibali, M. W. (2005). Chapter 11. [845AcademicSkills.pdf]
Griffin, S., Case, R. & Siegler, R. S. (1996). Rightstart: Providing the central conceptual prerequisites for first formal learning of arithmetic to students at risk for school failure. In K. McGilly (Ed.), Classroom lessons: Integrating cognitive theory and classroom practice. Cambridge, MA: MIT Press.
Levin, I., Siegler, R. S., & Druyan, S. (1990). Misconception about motion: Development and training effects. Child Development, 61, 1544-1557.
Koedinger, K. R., Anderson, J. R., Hadley, W. H., & Mark, M. A. (1997). Intelligent Tutoring Goes To School in the Big City. International Journal of Artificial Intelligence in Education, 8, 30-43
Siegler, R. S., & Alibali, M. W. (2005). Chapter 9. [845SocialCognition.pdf]
Johnson, S. C. (2003). Detecting agents. Philosophical transactions of the Royal Society, 358, 549 - 559.
Wellman, H. M., Cross, D., & Watson, J. (2001). Meta-analysis of theory-of-mind development: The truth about false belief.
Yamaguchi, M., Kuhlmeier, V., Wynn, K., and vanMarle, K. (2009). Continuity in social cognition from infancy to childhood. Developmental Science, 12, 746–752
Daniels, K., Toth, J., & Jacoby, L. (2006). Aging of executive functions. In Bialystok, E., & Craik, F. I. M. (Eds)., Lifespan cognition: Mechanisms of change. New York: Oxford.
Bialystok & Craik (2006). Aging and attention. In Bialystok, E., & Craik, F. I. M. (Eds)., Lifespan cognition: Mechanisms of change. New York: Oxford.
Park, D. C. & Payer, D. (2006). Working memory across the adult lifespan. In Bialystok, E., & Craik, F. I. M. (Eds)., Lifespan cognition: Mechanisms of change. New York: Oxford.
Salthouse, T. A. (2006). Mental exercise and mental aging: Evaluating the validity of the “use it or lose it” hypothesis. Perspectives on psychological science, 1, 68-87.
