Hostname: page-component-8448b6f56d-c4f8m Total loading time: 0 Render date: 2024-04-24T01:26:13.816Z Has data issue: false hasContentIssue false
  • English
  • Français

Katherine Nelson. Young minds in social worlds: Experience, meaning, and memory. Cambridge, MA: Harvard University Press, 2007. Pp. 303. ISBN 0-674-02335-8.

Published online by Cambridge University Press:  24 October 2008

Sarah Roseberry ,
Tilbe Göksun  and
Kathy Hirsh-Pasek
Sarah Roseberry
Affiliation:
Temple University
Tilbe Göksun
Affiliation:
Temple University
Kathy Hirsh-Pasek
Affiliation:
Temple University
Get access Rights & Permissions [Opens in a new window]

Abstract

An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Reviews
Information
Journal of Child Language , Volume 36 , Issue 1 , January 2009 , pp. 225 - 233
Copyright
Copyright © 2008 Cambridge University Press

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

REFERENCES

Baillargeon, R. (2004). Infants' physical world. Current Directions in Psychological Science 13, 89–94.Google Scholar
Bates, E. & MacWhinney, B. (1979). A functionalist approach to the acquisition of grammar. In Ochs, E. & Schieffelin, B. (eds) Developmental pragmatics, 167–211. New York: Academic Press.Google Scholar
Bloom, L. (1993). The transition from infancy to language: Acquiring the power of expression. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Bronfenbrenner, U. (1977). Toward an experimental ecology of human development. American Psychologist 32, 513–31.CrossRefGoogle Scholar
Bronfenbrenner, U. (1986). Ecology of the family as a context for human development: Research perspectives. Developmental Psychology 22, 723–42.Google Scholar
Carey, S. & Spelke, E. S. (1996). Science and core knowledge. Philosophy of Science 63(4), 515–33.Google Scholar
de Villiers, J. G. (2005). Can language acquisition give children a point of view? In Astington, J. & Baird, J. (eds) Why language matters for theory of mind, 186–219. New York: Oxford University Press.CrossRefGoogle Scholar
de Villiers, J. G. & de Villiers, P. A. (2000). Linguistic determinism and the understanding of false beliefs. In Mitchell, P. & Riggs, K. (eds) Children's reasoning and the mind, 191–228. Hove, UK: Psychology Press.Google Scholar
Elman, J. L., Bates, E. A., Johnson, M. H., Karmiloff-Smith, A., Parisi, D. & Plunkett, K. (1996). Rethinking innateness: A connectionist perspective on development. Cambridge, MA: MIT Press.Google Scholar
Gentner, D., Bowdle, B. F. & Wolff, P. (2001). Metaphor is like analogy. In Gentner, D., Holyoak, K. J. & Kokinov, B. N. (eds) The analogical mind: Perspectives from cognitive science, 199–253. Cambridge, MA: MIT Press.Google Scholar
Hoff, E. (2006). How social contexts support and shape language development. Developmental Review 26, 55–88.Google Scholar
Hollich, G. J., Hirsh-Pasek, K. & Golinkoff, R. M., with Hennon, E., Chung, H. L., Rocroi, C., Brand, R. J. & Brown, E. (2000). Breaking the language barrier: An emergentist coalition model for the origins of word learning. Monographs of the Society for Research in Child Development 65 (3, Serial No. 262).Google ScholarPubMed
Lerner, R., Theokas, C. & Bobeck, D. (2005). Concepts and theories of human development: Historical and contemporary issues. In Bornstein, M. & Lamb, M. E. (eds) Developmental psychology: An advanced textbook (5th ed), 3–45. Mahwah, NJ: Erlbaum.Google Scholar
Lohmann, H. & Tomasello, M. (2003). The role of language in the development of false belief understanding: A training study. Child Development 74, 1130–44.Google Scholar
Nelson, K. (1985). Making sense: The acquisition of shared meaning. New York: Academic Press.Google Scholar
Nelson, K. (2007). Young minds in social worlds. Cambridge, MA: Harvard University Press.CrossRefGoogle Scholar
Overton, W. F. (2006). Developmental psychology: Philosophy, concepts, methodology. In Lerner, R. M. (ed.) Theoretical models of human development. Volume 1 of the Handbook of Child Psychology, 18–88. New York: Wiley.Google Scholar
Spelke, E. S. (1994). Initial knowledge: Six suggestions. Cognition 50, 431–45.CrossRefGoogle ScholarPubMed
Spelke, E. S. (1998). Nativism, empiricism, and the origins of knowledge, Infant Behavior and Development 21, 181–200.CrossRefGoogle Scholar
Spelke, E. S. (2003). What makes us smart? Core knowledge and natural language. In Gentner, D. and Goldin-Meadow, S. (ed.) Language in mind: Advances in the study of language and thought, 277–312. Cambridge, MA: MIT Press.Google Scholar
Thelen, E. & Smith, L. B. (1994). A dynamic systems analysis of treadmill stepping during the first year. Monographs of the Society for Research in Child Development 56 (serial no. 223).Google Scholar
Tomasello, M. (2003). Constructing a language: A unique-based theory of language acquisition. Cambridge, MA: Harvard University Press.Google Scholar
Tomasello, M., Carpenter, M. & Liszkowski, U. (2007). A new look at infant pointing. Child Development 78, 705–722.CrossRefGoogle Scholar
Waxman, Sandra R. (2004). Everything had a name, and each name gave birth to a new thought: Links between early word-learning and conceptual organization. In Hall, D. G. & Waxman, S. R. (eds) From many strands: Weaving a lexicon. Cambridge, MA: MIT Press.Google Scholar