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" Learning and the infant mind / "
edited by Amanda Woodward and Amy Needham.
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BL
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| Record Number
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1016577
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b770947
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| Title & Author
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Learning and the infant mind /\ edited by Amanda Woodward and Amy Needham.
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| Publication Statement
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Oxford ;New York :: Oxford University Press,, 2009.
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| Page. NO
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xxvii, 320 pages :: illustrations ;; 25 cm
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| ISBN
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0195301153
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: 9780195301151
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| Bibliographies/Indexes
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Includes bibliographical references and indexes.
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| Contents
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Learning and memory : like a horse and carriage / Patricia J. Bauer -- What can statistical learning tell us about infant learning? / Jenny R. Saffran -- Developmental origins of object perception / Scott P. Johnson -- An account of infants' physical reasoning / Renée Baillargeon [and others] -- Experience primes infants to individuate objects : illuminating learning mechanisms / Teresa Wilcox and Rebecca Woods -- How infants learn categories / Lisa M. Oakes [and others] -- Multiple learning mechanisms in the development of action / Karen E. Adolph and Amy S. Joh -- Learning in infants' object perception, object-directed action, and tool use / Amy Needham -- Infants' learning about intentional action / Amanda Woodward -- Early word learning and other seemingly symbolic behaviors / Laura L. Namy -- Symbol-based learning in infancy / Judy S. DeLoache and Patricia A. Ganea -- The role of learning in cognitive development : challenges and prospects / Richard N. Aslin.
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| Abstract
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"When asking how cognition comes to take its mature form, learning seems to be an obvious factor to consider. However, until quite recently, there has been very little contact between investigations of how infants learn and what infants know. For example, on the one hand, research efforts focused on infants' foundational conceptual knowledge - what they know about the physical permanence of objects, causal relations, and human intentions - often do not consider how learning may contribute to the structure of this knowledge. On the other hand, research efforts focused on infants' perceptual and motor learning - how they extract information from the environment, tune their behavior patterns according to this information, and generalize learning to new situations - often do not consider the potential impacts of these perceptual and learning mechanisms on the structure of conceptual knowledge." "Although each of these research efforts has made significant progress, this research has done little to narrow the divide between the disparate traditions of learning and knowledge. The chapters in this book document, for the first time, the insights that emerge when researchers who come from diverse domains and use different approaches make a genuine attempt to bridge this divide. The authors consider both infants' knowledge across domains, including knowledge of objects, physical relations between objects, categories, people, and language, and learning broadly construed, bringing to bear direct laboratory manipulations of learning and more general considerations of the relations between experience and knowledge."--Jacket.
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| Subject
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Cognition in infants.
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Infant psychology.
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Learning, Psychology of.
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Cognition in infants.
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Infant psychology.
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Kleinkind-- Lernen.
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Kleinkind.
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Kognition.
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Learning, Psychology of.
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Lernen-- Kleinkind.
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Lernen.
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Kind.
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Kleinkind.
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Kognition.
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Lernpsychologie.
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Cognition.
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Psychology, Child.
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Child Development.
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Infant.
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Learning.
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| Dewey Classification
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155.42/2315
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| LC Classification
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BF318.L3856 2009
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| NLM classification
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2010 A-773
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WS 105.5.C7L438 2009
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CQ 2000rvk
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| Added Entry
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Needham, Amy.
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Woodward, Amanda.
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