© 1998 – Psychology Press
This textbook aims to provide a selective, but representative, review of work in cognitive development, grouped around themes that are familiar from textbooks of adult cognition. The book focuses on the question of what develops, rather than on why it develops. The findings of a given experimental study what develops are generally fixed, but the interpretation of what particular findings mean why is fluid. Some of the experiments discussed in this book have alternative explanations, and every student interested in children's cognition is invited to develop their own ideas about what different studies mean.
'This is an excellent book. There have really been no adequate treatments of cognition in children, certainly none that I would consider using to aid my own teaching. This bool should deservedly fill this suprising gap in the market. The book is well written, almost invariably clear, well researched and even enjoyable. I whole hartedly endorse it and can easily imagine it becoming the standard text on many first year cognitive development courses.' - James Blair, University College London
'This is a textbook for beginning students written with a clear and pedagogical style, with a good selection of recent studies in the field and one of the first to incorporate as a guiding framework the dichotomy, not only between nativist and empiricist accounts of cognitive development, but also between domain-general and domain-specific views. A useful tool for teaching cognitive development.' - Review in anuario de psicologia 30 (30) 1999
'I found Cognition in Children enjoyable and thought-provoking. It covers a large amount of material in an exceptionally clear way.' - Adina R. Lew, University of Wales
Part 1 Cognition in infancy: the building blocks of cognitive development; knowledge representation, reasoning, problem solving and learning; conceptual development; the development of causal reasoning. Part 2 The development of memory: infantile amnesia, symbolic representation and different memory systems; strategies for remembering, metamemory and cognitive development; logical reasoning in childhood; Piaget's theory of logical development.