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目次

Part I: Infancy: The Origins of Cognitive Development: 1. Imitation asa Mechanism of Social Cognition:Origins of Empathy, Theory of Mind and theRepresentation of Action: Andrew Meltzoff (University of Washington, Seattle)2. The Development of Understanding Self and Agency: Gyorgy Gergely(Hungarian Academy of Psychology) 3. The Acquisition of Physical Knowledgein Infancy: A Summary in Eight Lessons: Renee Baillargeon (University ofIllinois at Urbana-Champaign) 4. Early Categorisation: A New Synthesis: PaulC. Quinn (University of Delaware) 5. Early Word Learning and ConceptualDevelopment: Everything Had a Name, and Each Name Gave Birth to a NewThought: Sandra R. Waxman (Northwestern University) 6. Early MemoryDevelopment: Patricia J. Bauer (University of Minnesota) Part II: CognitiveDevelopment in Early Childhood: 7. Development of the Animate-InanimateDistinction: Susan A. Gelman (University of Michigan) and John E. Opfer(Carnegie Mellon University) 8. Understanding the Psychological World:Developing a Theory of Mind: Henry M. Wellman (University of Michigan) 9.Pretend Play and Cognitive Development: Angeline Lillard (University ofVirginia) 10. Early Development of the Understanding and Use of SymbolicArtifacts: Judy S. Deloache (University of Virginia) Part III: Topics inCognitive Development in Childhood: 11. Memory Development in Childhood:Wolfgang Schneider (University of Wurzburg) 12. The Development of CausalReasoning: Barbara Koslowski (Cornell University) and Amy Masnick (CarnegieMellon University) 13. Inductive and Deductive Reasoning: Usha Goswami(University of Cambridge) 14. The Development of Moral Reasoning: Larry P.Nucci (University of Illinois at Chicago) 15. Spatial Development inChildhood: Where are we now? Lynn S. Liben (Penn State University) 16.Children's Intuitive Physics: Friedrich Wilkening (Universitat Zurich) andSusanne Huber (Friedrich-Miescher-Laboratory, Max-Planck-Society) 17. Whatis Scientific Thinking, and How Does it Develop? Deanna Kuhn (ColumbiaUniversity) 18. Reading Development and Dyslexia: Margaret J. Snowling(University of York) 19. Children's Understanding of Mathematics: PeterBryant (University of Oxford) and Terezhina Nunes (Oxford Brookes University)Part IV: Topics in Atypical Cognitive Development: 20. Executive Functionin Typical and Atypical Development: Philip David Zelazo and Ulrich Muller(both University of Toronto) 21. Language and Cognition: Evidence fromDisordered Language: Barbara Dodd and Sharon Crosbie (both University ofNewcastle upon Tyne) 22. The Exact Mind: Empathising and Systemising inAutistic Spectrum Conditions: Simon Baron-Cohen, Sally Wheelwright, JohnLawson, Rick Griffin, and Jacqueline Hill (all University of Cambridge) PartV: Models of Cognitive Development: 23. Piaget's Model: Leslie Smith(University of Lancaster) 24. Vygotsky's Model of Cognitive Development:Shawn M. Rowe and James V. Wertsch (both Washington University in St. Louis)25. Information Processing Models of Cognitive Development: Graeme S. Halford(University of Queensland) 26. Modelling Typical and Atypical CognitiveDevelopment: Computational Constraints on Mechanisms of Change: Michael S.C.Thomas and Annette Karmiloff-Smith (both Institute of Child Health,University College London) 27. Individual differences in CognitiveDevelopment: Robert J. Sternberg (Yale University)