Taking Development Seriously
Is the Initial Architecture of the Infant Mind Modular?
Prespecified Modules versus a Process of Modularization
What Constitutes a Domain?
Development from a Domain-General Perspective
Development from a Domain-Specific Perspective
Reconciling Nativism and Piaget's Constructivism
The Notion of Constraints on Development
New Paradigms for Studying Young Infants
Beyond Domain-Specific Constraints: The Process of Representational Redescription
The RR Model
The Importance of a Developmental Perspective on Cognitive Science
The Importance of a Cognitive Science Perspective on Development
The Plan of the Book
The Child as a Linguist
Language Acquisition as a Domain-General Process: The Piagetian Infant
Language Acquisition as a Domain-Specific Process: The Nativist Infant
The Infant's and the Young Child's Sensitivity to Semantic Constraints
The Infant's and the Young Child's Sensitivity to Syntactic Constraints
The Need for Both Semantic and Syntactic Bootstrapping
Beyond Infancy and Early Childhood
The RR Model and Becoming a Little Linguist
From Behavioral Mastery to Metalinguistic Knowledge about Words
From Behavioral Mastery to Metalinguistic Knowledge of the Article System
Beyond the Word and the Sentence
From the Nativist Infant to the Constructivist Linguist
The Child as a Physicist
Understanding the Physical World: The Piagetian Infant
Understanding the Physical World: The Nativist Infant
Constraints on Object Perception in Early Infancy
Understanding Object Behavior: Innate Principles and Subsequent Learning
Rethinking Object Permanence
The Representational Status of Early Knowledge: Do Infants Have Theories?
Becoming a Little Theorist
From Behavioral Mastery to Metacognitive Knowledge about the Animate/ Inanimate Distinction
From Behavioral Mastery to Metacognitive Knowledge about Gravity and the Law of Torque
Representational Redescription and Theory Building
The Child as a Mathematician
Number Acquisition as a Domain-General Process
Challenges to Piaget's View
Number Acquisition as a Domain-Specific, Innately Guided Process
The Role of Subitizing: Perceptual or Conceptual?
Constraints on Learning How to Count
The Representational Status of Early Number Knowledge
Learning the Language of Counting and Mathematics
Is Mathematical Notation Essential to Number Development?
Reconciling Domain-Specific Counting Principles with the Failure to Conserve: Cultural Universals
Becoming a Little Mathematician
Metamathematical Knowledge: The Child's Changing Theory about Number
Number in Nonhuman Species
The RR Model and Number Representation in the Human Child
The Child as a Psychologist
The Piagetian View of the Child as a Psychologist
The Domain-Specific View: Infancy Prerequisites to a Theory of Mind
What Conspecifics Look Like
How Conspecifics Interact
Theory of Mind in Nonhuman Species
What Is Special about Theory-of-Mind Computations?
The Toddler's Theory of Mind
Is Language Essential for Distinguishing Propositional Attitudes from Propositional Contents?
The Child's Developing Belief/Desire Psychology
The RR Model and Changes in Children's Theory of Mind
Should Theory of Mind Be Set in a Broader, Domain-General Context?
Is Theory of Mind Just Like Any Other Theory-Building Process?
The Child as a Notator
Does Precedence Imply Derivation?
Notation from a Domain-General Perspective
A Domain-Specific Approach to Notation
Preliterate and Prenumerate Children's Notational Competence
The RR Model and Early Notational Skills
Biology versus Culture: The Paradox of Notational Systems
Using the Notational Domain to Probe the RR Model and Microdevelopmental Change
The Importance of Behavioral Mastery
Constraints on Representational Redescription
Implicit Representations and Their Procedural Status
RR and the Progressive Relaxation of Sequential Constraints
Exogenously Driven and Endogenously Driven Change
Nativism, Domain Specificity, and Piaget's Constructivism
Domain Specificity and Piagetian Theory
Domain Specificity and Abnormal Development
What Is Left of Piagetian Theory?
Modeling Development: Representational Redescription and Connectionism
Soft-Core and Hard-Core Approaches to the Modeling of Development
The Basic Architecture of Connectionist Models
Nativism and Connectionism
Domain Specificity and Connectionism
Behavioral Mastery and Connectionism
Implicit Representations and Connectionism
Explicit Representations and Connectionism
What Is Missing from Connectionist Models of Development?
There'll Be No Flowcharts in This Book!
