OSU > Psychology > Faculty > John Opfer > Courses: Conceptual Development (846)
Flavell, J. H. (1999). Children’s knowledge about the mind. Annual Review of Psychology, 50, 21-45. Flavell (1999) TOM.pdf
Bartsch, K., & Wellman, H. M. (1989). Young children’s attribution of action to beliefs and desires. Child Development, 60, 946-964. BartschWellman1989.pdf
Amsterlaw, J. A., & Wellman, H. M. (2006). Theories of mind in transition: A microgenetic study of the development of false belief understanding. Child Development. AmsterlawWellman.pdf
Carey, S. (1985). Conceptual change in childhood. (“What is alive?”, pp. 1 – 40) Carey1985.pdf
Opfer, J. E. (2002). Identifying living and sentient kinds from dynamic information: The role of goal-directed versus aimless autonomous movement in conceptual change. Cognition. Opfer2002.pdf
Opfer, J. E., & Siegler, R. S. (2004). Revisiting preschoolers’ living things concept: A microgenetic analysis of conceptual change in basic biology. Cognitive Psychology. OpferSiegler2004.pdf
Goldberg, R. F., & Thompson-Schill, S. L. (in press). Developmental 'roots' in mature biological knowledge. Psychological Science. Goldbergetal.pdf
Carey, S. (1991). Knowledge acquisition: Enrichment or conceptual change? In S. Carey & R. Gelman (Eds.), The epigenesis of mind (pp. 257 – 291) SusanCarey.pdf
Au, T. K. (1994). Developing an intuitive understanding of substance kinds. Cognitive Psychology, 27, 71 – 111. Au1994.pdf
Reiner, M., Slotta, J. D., Chi, M. T. H., & Resnick, L. B. (2000). Naïve physics reasoning: A commitment to substance-based conceptions. Cognition and Instruction, 18, 1 – 34. Reiner et al 2000.pdf
Landau, B., Gleitman, H., & Spelke, E. (1981). Spatial knowledge and geometric representation in a child blind from birth. Science, 213, 1275 – 78. landau1981.pdf
Hermer, L., & Spelke, E. S. (1994). A geometric process for spatial reorientation in young children. Nature, 370, 57 – 59. hermer1996.pdf
Lourenco, S. F., & Huttenlocher, J. (2006). How do young children determine location? Evidence from disorientation tasks. Cognition, 100, 511-529 Lourenco_Stella_F.pdf
Ratliff, K. R., & Newcombe, N. S. (2008). Is language necessary for human spatial reorientation? Reconsidering evidence from dual task paradigms. Cognitive Psychology, 56, 142–163 Ratliff_Kristin_R.pdf
Sobel, D. M., Tenenbaum, J., & Gopnik, A. (2004). Children’s causal inferences from indirect evidence: Backwards blocking and Bayesian reasoning in preschoolers. Sobeletal_2004.pdf
Schulz, L.E., Goodman, N.D., Tenenbaum, J.B., & Jenkins, C.A. (in press). Going beyond the evidence: Abstract laws and preschoolers' responses to anomalous data. Cognition.[SchulzGoodman_etal.pdf]
Koslowski, B. & Masnick, A. (2002). The development of causal reasoning. In U. Goswami, Blackwell Handbook of Childhood Cognitive Development. 257 – 281. Koslowski_Masnick.pdf
Rosch, E., Mervis, C. B., Gray, W. D., Johnson, D. M., and Boyes-Braem, P. (1976). Basic objects in natural categories. Cognitive Psychology, 8, 382 - 439. RoschMervis1975.pdf
Jones, S. S., Smith, L. B., & Landau, B. (1991). Object properties and knowledge in early lexical learning. Child Development, 62, 499 – 516. JonesSmithLandau1991.pdf
Ahn, W., Gelman, S. A., Amsterlaw, J.A., Hohenstein, J., and Kalish, C. W. (2000). Causal status effect in children’s categorization. Cognition, 76, B35-B43. AhnGelmanEtal2000.pdf
Gelman, S. A. (2003). The essential child. (“Theory theories and DAM theories”, pp. 239-273) gelman2003.pdf
Dehaene, S., Dehaene-Lambert, G., Cohen, L. (1998). Abstract representations of numbers in the animal and human brain. Trends in Neuroscience, 21, 355 – 361. Dehaene(1998).PDF
Starkey, P. & Cooper, R. G. (1980). Perception of number by human infants. Science, 210, 1033 – 1035. StarkeyCooper(1980).pdf
Siegler, R. S., & Opfer, J.E. (2003). Development of numerical estimation: Evidence for multiple representations of number. Psychological Science, 14, 237 – 243. SieglerOpfer2003.pdf
Wynn, K. (1990). Children’s understanding of counting. Cognition, 36, 155 – 193. Wynn1990.PDF
Spelke, E. S., Breinlinger, K., Macomber, J., & Jacobson, K. (1992). Origins of knowledge. Psychological Review, 99, 605-632. spelke1992.pdf
Diamond, A. (1991). Neuropsychological insights into the meaning of object concept development. In S. Carey & R. Gelman (Eds.), The epigenesis of mind (pp. 67-110). Diamond1991.PDF
Johnson, S. P., Amso, D., & Slemmer, J. A. (2003). Development of object concepts in infancy: Evidence for early learning in an eye-tracking paradigm. PNAS, 100, 10568-10573. Johnson_etal_PNAS.pdf
Piaget, J. (1964). Development and learning. In R. E. Ripple & N. Rockcastle (Eds.), Piaget Rediscovered (pp. 7 – 20). pdf
Wellman, H. M., & Gelman, S. A. (1998). Knowledge acquisition in foundational domains. In D. Kuhn & R. S. Siegler (Eds.), Handbook of Child Psychology, 523 – 573. pdf
Klahr, D. & MacWhinney, B. (1998). Information processing. In D. Kuhn & R. S. Siegler (Eds.), Handbook of Child Psychology 1.pdf 2.pdf