In addition to the primary developmental faculty, many faculty in other areas of the Department also have interests relating to development students are encouraged to consult the web pages of individual faculty. In addition, students in the developmental area, routinely attend weekly talk series in clinical, cognitive, neuroscience, and social psychology as well as talk series in cognitive science.
The presence of a vibrant and active community of researchers, interested in all aspects of development, enables students to construct a highly individualized program of study tailored to their specific interests. Dissertation Titles Psychology Dept. Other Primary Faculty with Area Interests:. Lingua, 92, Are faces perceived as configurations more by adults than by children?
Visual Cognition, 1, On understanding the nature of scientific knowledge. Educational Psychologist, 28, Becoming a face expert. Philosophical Transactions of the Royal Society of London, , Soja, N. Perception, ontology, and word meaning. Cognition, 45, Sodian, B. Child Development, 62, Cognition, 38 2 , Diamond, R. On the acquisition of pattern encoding skills.
Cognitive Development, 5 4 , An experiment is when you try and see if it works: middle school conception of science. International Journal of Science Education, 11, Shapiro, L. Journal of Speech and Hearing Research, 32, Mind and Language, 3, Identification and ratings of caricatures: implications for mental representations of faces. Cognitive Psychology, 19 4 , Cognitive science and science education. American Psychologist, 41, Hedley, J. Baratta eds.
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Norwood, NJ: Ablex, Why faces are and are not special: An effect of expertise. Grossman, M. Brain and Language, 28, On differentiation: a case study of the development of size, weight, and density. Cognition, 21 3 , Genetic influences on the development of spatial skills during early adolescence. Cognition, 13 , Levine, S. Up front: Acquisition of a concept and a word. Journal of Child Language, 9 , The development of face recognition—a maturational component? Developmental Psychology, 16 4 , Mann, V. Development of voice recognition: Parallels with face recognition. Journal of Experimental Child Psychology, 27 , Woods, B.
Language deficits after apparent clinical recovery from childhood aphasia. Annals of Neurology, 6, Dricker, J.
The recognition and encoding of faces by alcoholic Korsakoff and right hemisphere patients. Neuropsychologia, 16, Leehey, S. Upright and inverted faces: The right hemisphere knows the difference. Cortex, 14 3 , From piecemeal to configurational representation of faces.
Developmental changes in the representation of faces. Journal of Experimental Child Psychology, 23, Chipman, S. Anatomy of a stimulus domain: The relation between multi-dimensional and unidimensional sealing of noise bands. Perception and Psychophysics, 17 , Alexander, C. Perception and Psychophysics, 4, Astuti, R. Monographs of the Society for Research in Child Development. Hillsdale, NJ: Erlbaum. Why theories of concepts should not ignore the problem of acquisition. Laurence eds. Core Cognition of relational models. Banaji and S.
Gelman Eds. New York: Oxford University Press, Baillargeon, R. Core cognition and beyond: The acquisition of physical and numerical knowledge. Pauen Ed. Rosenberg, R. Hood and L. Santos Eds. Oxford University Press.
In Marischal, D. The Making of Abstract Concepts. Keleman, D. The essence of artifacts: Developing the design stance.
Lawrence, Eds. The Development of Human Conceptual Representations. Munakata Eds. Processes of Change in Brain and Cognitive Development. On the very possibility of discontinuities in development. In DePoux, E. Essays in Honor of Jacques Mehler. Cambridge, MA. The origin of concepts: continuing the conversation. Stein, N. Bridging the gap between cognitive development and developmental neuroscience: A case study of the representation of number.
Luciana Eds. The Handbook of Developmental Cognitive Neuroscience.
- MSc Developmental Cognitive Science | The University of Edinburgh!
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Whorf vs. Continuity Theorists: Bringing data to bear on the debate. Bowerman and D. Levinson Eds.
Developmental | Department of Psychology
Cambridge: Cambridge University Press, Metarepresentation and conceptual change: Evidence from Williams Syndrome. In Sperber, D. Cognitive Development.