Cognitive Science and Cognitive Development

Keil, Frank C.

doi:10.1002/9780470147658.chpsy0214

Cited by 7 publications

(7 citation statements)

References 190 publications

(152 reference statements)

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“…She makes strong principled arguments for this idea as well as providing excellent empirical support in 244 F. C. Keil several of her clever studies on induction and imitation. In our own lab, we have repeatedly made similar suggestions (Keil, 2006;Keil et al, 1998;Newman & Keil, in press;Simons & Keil, 1995) and the work of many others can be interpreted in this way (e.g., Inagaki & Hatano, 2004). Mandler sees this pattern as intimately connected to the early presence of highly simplified interpretations such as image-schema, which can only pick out object categories at levels like vehicles and furniture.…”

Section: Abstract To Concrete and Back Againmentioning

confidence: 72%

Space—The Primal Frontier? Spatial Cognition and the Origins of Concepts

Keil¹

2008

Philosophical Psychology

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The more carefully we look, the more impressive the repertoire of infant concepts seems to be. Across a wide range of tasks, infants seem to be using concepts corresponding to surprisingly high-level and abstract categories and relations. It is tempting to try to explain these abilities in terms of a core capacity in spatial cognition that emerges very early in development and then gets extended beyond reasoning about direct spatial arrays and events. Although such a spatial cognitive capacity may indeed form one valuable basis for later cognitive growth, it seems unlikely that it can be the sole or even primary explanation for either the impressive conceptual capacities of infants or the ways in which concepts develop.

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Section: Abstract To Concrete and Back Againmentioning

confidence: 72%

Space—The Primal Frontier? Spatial Cognition and the Origins of Concepts

Keil¹

2008

Philosophical Psychology

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“…In many cases, a sense of abstract patterns in a domain seems to precede detailed mechanisms (Simons & Keil, 1995). Moreover, such patterns often seem to be in the form of schemas that represent expectations about how the world is causally structured, schemas that can override mere patterns of prior association (Keil, 2006; Mandler, 2004). Intuitive theories in this sense of coarse impressions of causal patterns seem to emerge very early and appear to be present in a variety of domains (Wellman & Gelman, 1998).…”

Section: Introductionmentioning

confidence: 99%

Discerning the Division of Cognitive Labor: An Emerging Understanding of How Knowledge Is Clustered in Other Minds

et al. 2008

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The division of cognitive labor is fundamental to all cultures. Adults have a strong sense of how knowledge is clustered in the world around them and use that sense to access additional information, defer to relevant experts, and ground their own incomplete understandings. One prominent way of clustering knowledge is by disciplines similar to those that comprise the natural and social sciences. Seven studies explored an emerging sense of these discipline-based ways of clustering of knowledge. Even 5-year-olds could cluster knowledge in a manner roughly corresponding to the departments of natural and social sciences in a university, doing so without any explicit awareness of those academic disciplines. But this awareness is fragile early on and competes with other ways of clustering knowledge. Over the next few years, children come to see discipline-based clusters as having a privileged status, one that may be linked to increasingly sophisticated assumptions about essences for natural kinds. Possible mechanisms for this developmental shift are examined.

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“…In general, domain-specific models of cognition have replaced domain-general theories as the most parsimonious interpretation of children's developing cognitive abilities (see Keil, 2006). Beginning in the late 1980s, empirical studies in the area of social-cognitive development research have provided a basis for characterizing development in terms of social domains, as reflected in research on social and moral development (Smetana, 2006;Turiel, 2006).…”

Section: Domain-specific Approachmentioning

confidence: 99%

A New Social-Cognitive Developmental Perspective on Prejudice

Rutland

Killen

Abrams

2010

Perspect Psychol Sci

362

358

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We argue that prejudice should be investigated in the context of social-cognitive development and the interplay between morality and group identity. Our new perspective examines how children consider group identity (and group norms) along with their developing moral beliefs about fairness and justice. This is achieved by developing an integrated framework drawing on developmental and social psychological theories of prejudice. This synthesis results in a perspective that provides a more contextualized analysis of prejudice development than that previously offered by developmental theories. We describe research that supports our view that social norms, intergroup contact, and perceived outgroup threat affect the relative weight children place on moral and group-based criteria during the development of prejudice.

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Cognitive Science and Cognitive Development

Cited by 7 publications

References 190 publications

Space—The Primal Frontier? Spatial Cognition and the Origins of Concepts

Space—The Primal Frontier? Spatial Cognition and the Origins of Concepts

Discerning the Division of Cognitive Labor: An Emerging Understanding of How Knowledge Is Clustered in Other Minds

A New Social-Cognitive Developmental Perspective on Prejudice

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