Bøger i Learning, Development, and Conceptual Change serien

In Concepts, Kinds, and Cognitive Development, Frank Keil develops a coherent account of how concepts and word meanings develop in children, adding to our understanding of the representational nature of concepts and word meanings at all ages.

An attempt to integrate two theories about how the mind works, one that says that the mind is a computer-like manipulator of symbols, and another that says that the mind is a large network of neurons working together in parallel.

Taking a stand midway between Piaget's constructivism and Fodor's nativism, this work offers a theory of developmental change which embraces both approaches, showing their value to a basic theory of human cognition. This book was awarded the 1995 British Psychological Society Award.

In Mindblindness, Simon Baron-Cohen presents a model of the evolution and development of "mindreading." He argues that we mindread all the time, effortlessly, automatically, and mostly unconsciously. It is the natural way in which we interpret, predict, and participate in social behavior and communication. We ascribe mental states to people: states such as thoughts, desires, knowledge, and intentions.Building on many years of research, Baron-Cohen concludes that children with autism, suffer from "mindblindness" as a result of a selective impairment in mindreading. For these children, the world is essentially devoid of mental things.Baron-Cohen develops a theory that draws on data from comparative psychology, from developmental, and from neuropsychology. He argues that specific neurocognitive mechanisms have evolved that allow us to mindread, to make sense of actions, to interpret gazes as meaningful, and to decode "the language of the eyes."A Bradford Book

A classic book about language acquisition and conceptual structure, with a new preface by the author, "The Secret Life of Verbs."

An Odyssey in Learning and Perception documents a fifty-year intellectual expedition in the areas of learning and perception--always with an eye to combining them in a theory of perceptual learning and development, a theory that may be broadly applicable to humans and nonhumans, young and old.

A mathematical framework for the study of learning in a variety of domains.

The first steps toward merging the cognitive and social approaches to language processing.