The Epigenesis of Mind: Essays on Biology and Cognition

By Susan G. Carey; Rochel G. Gelman | Go to book overview
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Carraher T. N., Carraher D. W., & Schliemann A. D. ( 1985). "Mathematics in the street and in school". British Journal of Developmental Psychology, 3, 21-29.

Chomsky N. ( 1957). Syntactic structures. The Hague: Mouton.

Cohen M., Gelman R., & Massey C. (in preparation). Young school-aged children interpret written fractions as novel count numbers. Department of Psychology, UCLA, Los Angeles, CA.

Feldman H., & Gelman R. ( 1987). "Otitis media and cognitive development". In J. F. Kavanagh (Ed.), Otitis media and child developement (pp. 27-41). Parkton, MD: York Press.

Fuson K. C. ( 1988). Children's counting and concepts of number. New York: Springer-Verlag.

Gallistel C. R. ( 1990). The organization of learning. Cambridge, MA: MIT Press.

Gallistel C. R., & Gelman R. (in press). "Subitizing: Subvocal rapid counting". In W. Kessen, Ortony F., & Craig Fr. (Eds.), Essays in honor of George Mardler. Hillsdale, NJ: Lawrence Erlbaum Associates.

Gelman R. ( 1990a). "First principles organize attention to and learning about relevant data: Number and the animate-inanimate distinction as examples". Cognitive Science, 14, 79-106.

Gelman R. ( 1990b). "Structural constraints on cognitive development: Introduction to a special issue of Cognitive Science". Cognitive Science, 14, 3-9.

Gelman R., & Cohen M. ( 1988). "Qualitative differences in the way Down's Syndrome and normal children solve a novel counting problem". In L. Nadel (Ed.), The psychobiology of Down's syndrome (pp. 51-99). Cambridge, MA: MIT Press.

Gelman. R., Cohen M., & Hartnett P. ( 1989). "To know mathematics is to go beyond thinking that fractions aren't numbers." Proceedings of the Eleventh Annual Meeting of the North American Chapter, International Group for Psychology of Mathematics Education. New Brunswick, NJ.

Gelman R., & Gallistel C. R. ( 1978). The child's understanding of number. Cambridge, MA: Harvard University Press.

Gelman R., Massey C. M., & McManus M. (in press). "Characterizing supporting environments for cognitive development: Lessons from children in a museum". In J. M. Levine, & L. B. Resnick (Eds.), Perspectives on socially shared cognition. Washington, DC: American Psychological Association.

Gelman R., & Meck E. (in press). "Early principles aid early but not later conceptions of number". In J. Bideaud & C. Meljac (Eds.), Les chemins du nombre. Paris: Les Presses Universitaires De Lille.

Gleitman L. ( 1990). "The structural source of verb meanings". Language Acquisition, 1, 3-55.

Gottlieb G. ( 1983). "The psychobiological approach to developmental issues". In M. M. Haith & J. J. Campos (Eds.), Infancy and developmental psychobiology (Vol. 2, pp. 1-26). New York: John Wiley and Sons.

Hiebert J., & Wearne D. ( 1986). "Procedures over concepts: The acquisition of decimal number knowledge". In J. Hiebert (Ed.), Conceptual and procedural knowledge: The case of mathematics (pp. 197-223). Hillsdale, NJ: Lawrence Erlbaum Associates.

Invitation to mathematics. ( 1988). Glenview, IL: Scott, Foresman.

Kerslake D. ( 1986). Fractions: Children's strategies and errors. A report of the strategies and errors in the secondary mathematics project. Windson, England: Nfer-Nelson.

Landau B. A., & Gleitman L. ( 1985). Language and experience: Evidence from the blind child. Cambridge: Harvard University Press.

Lave J. ( 1988). Cognition in practice: Mind, mathematics and culture in everyday life. New York: Cambridge University Press.

Naigles L. G., Gleitman L., & Gleitman H. (in press). "Children acquire word meaning components from syntactic evidence". Journal of Child Language.

Nesher P., & Peled I. ( 1986). "Shift in reasoning". Educational studies in mathematics, 17, 67-79.

Pinker S. ( 1989). Learnability and cognition: The acquisition of argument structure. Cambridge, MA: MIT Press.

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