Syllabus - חשיבה ושפה בגיל הרך (3699)

חומר לקריאה נוספת:
מוסן, פ.ה., קונג'ר, ג'.ג'., קאגאן, ג'., והוסטון, א.ק. (1998) התפתחות הילד ואישיותו. ישראל: ספרית לדורי
התפתחות התפיסה והתפתחות קוגניטיבית בינקות (עמ' 98-135).
מעבר לילדות: השנים השניה והשלישית (עמ' 198-191).
התפתחות קוגניטיבית: פיאז'ה ומה מעבר לו? (עמ' 253-286).
התפתחות קוגניטיבית: למידה ועיבוד מידע (עמ' 288-316).

מוסן, פ.ה., קונג'ר, ג'.ג'., קאגאן, ג'., והוסטון, א.ק. (1998) התפתחות הילד ואישיותו. ישראל: ספרית לדורי
שפה ותקשורת (עמ' 212-249).
רום, א., סגל, מ., & צור, ב. (2005). ילד – מה הוא אומר (על התפתחות שפה אצל ילדים). תל אביב: מכון מופת.

Akhtar, N. (2004). Nativist versus constructivist goals in studying child language. Journal of Child Language, 31, 459-462.
Akhtar, N. (2005). Is joint attention necessary for early language learning?. In B.D. Homer & C.S. Tamis-LeMonde, (Eds.). The development of social cognition and communication (pp.165-179). Mahwah, NJ: Lawrence Elbaum Associate Publishers.
Anderson, P. (1998). Assessing executive functions in children: Biological, psychological, and developmental considerations. Neuropsychological Rehabilitation, 8 (3), 319–349.
Anderson, P. (2003). Assessment and the development of executive function during childhood. Child Neurolpsychology, 8(2), 71-82.
Astington, J. & Baird, J. (2005). Why language matters for Theory of Mind. Oxford: Oxford University Press.
Astington, J. & Baird, J. (2005). Why language matters for Theory of Mind. (pp. 3-25). Oxford: Oxford University Press.
Bergen, D. (2002). The role of pretend play in children's cognitive development. Early Childhood Research and Practice, 4(1) http://ecrp.uiuc.edu/v4n1/bergen.html.
Bialystok, E. & Craik, F.I.M. (2006). Lifespan cognition: Mechanisms of change. Oxford: Oxford University Press.
Bialystok, E. (1992). The emergence of symbolic thought: Introduction. Cognitive Development, 7, 269-272.
Bloom, P. (2002). How children learn the meaning of words. Cambridge, Massachusetts: The MIT Press.
Bloom, P. (2002). Object names and other common nouns. In P. Bloom (ED.). How children learn the meaning of words. (pp. 89-120). Cambridge, Massachusetts: The MIT Press.
Brookes, R. & Meltzoff, A.N. (2005). The development of gaze following and its relation to language. Developmental Science, 8, 535-543.
Brooks, R. & Meltzoff, A. (2005).The development of gaze following and its relation to language. Developmental Science, 8, 535-543.
Brugger, A., Lariviere, L.A., Mumme, D.L., & Bushnell, E.W. (2007). Doing the right thing: Infants' selection of actions to imitate from observed event sequences. Child Development, 79, 609-626.
Carey, S. (2000). The origins of concepts. Journal of Cognition and Development, 1, 37-41.
Carey, S. (2009). The origins of concepts. Oxford: Oxford University Press.
Carlson, S.M., & Moses, L.J. (2001). Individual differences n inhibitory control and children's theory of mind. Child Development, 72(4), 1032-1053.
Carroll, D. J., Apperly, I. A., & Riggs, K. J. (2007). The executive demands of strategic reasoning are modified by the way in which children are prompted to think about the task: Evidence from 3- to 4-year-olds. Cognitive Development, 22 (1), 142–148.
Case, R. (1987). Neo-Piagetian theory: Retrospect and prospect. International Journal of Psychology, 22, 773-791.
Cashon, C.H. & Cohen, L.B. (2000). Eight month old infants' perceptions of possible and impossible events. Infancy, 1(4), 429-446.
Charman, T., Baron-Cohen, S., Swettenham, J., Baird, G., Cox, A., & Drew, A. (2000). Testing joint attention, imitation, and play as infancy precursors to language and theory of mind. Cognitive Development, 15(4), 481-498.
Chomsky, N. (2000). New horizons in the study of language. Cambridge, UK: Cambridge University Press.
Clark, E.V. (2004). How language acquisition builds on cognitive development. TRENDS in the Cognitive Sciences, 8, 472-478.
Clark, E.V. (2006). Language, embodiment, and the cognitive niche. Trends in Cognitive Sciences, 10(8), 370-374.
Courage, M. L., & Howe, M. L. (2002). From infant to child: The dynamics of cognitive change in the second year of life. Psychological Bulletin, 128(2), 250-277.
DeLoache, J.S. (2004). Becoming symbol-minded. Trends in Cognitive Sciences, 8, 66-70.
Diamond, A. (2007). Interrelated and interdependent. Developmental Science, 10(1), 152-158.
Durston, S., & Casey, B.J. (2006). What have we learned about cognitive development from neuroimaging? Neuropsychologia, 44(11), 2149-2157.
Elsner, B. (2007). Infants’ imitation of goal-directed actions: The role of movements and action effects. Acta Psychologica, 124(1), 44-59.
Elsner, B., Hauf, P., & Aschersleben, G. (2007). Imitating step by step: A detailed analysis of 9-to 15-month-olds’ reproduction of a three-step action sequence. Infant Behavior and Development, 30(2), 325-335.
Fischer, K.W., & Silvern, L. (1985). Stages and individual differences in cognitive development. Annual Review of Psychology, 36, 613-648.
Frith, C. D., & Frith, U. (2012). Mechanisms of social cognition. Annual Review of Psychology, 63, 287-313.
Futo, J., Teglas, E., Csibra, G., & Gergely, G. (2010). Communicative function demonstration induces kind-based artifact representation in preverbal infants. Cognition, 117(1), 1-8.
Garon, N., Bryson, S. E., & Smith, I. M. (2008). Executive function in preschoolers: A review using an integrative framework. Psychological Bulletin, 134 (1), 31–60.
Gauvain, S. (2005). With eyes to the future: A brief history of cognitive development. New Directions for Child and Adolescent Development, 109, 119-126. http://www.cogsci.ucsd.edu/~deak/classes/EDS115/DevTheoryNewDirectGauvain05.pdf
Gelman, S. & Brynes, J. (1991). Perspectives on language and thought: Interrelations in development. Cambridge, UK: Cambridge University Press.
Gergely, G., Bekkering, H., & Király, I. (2002). Developmental psychology: Rational imitation in preverbal infants. Nature, 415(6873), 755-755.
Giudice, M. D., Manera, V., & Keysers, C. (2009). Programmed to learn? The ontogeny of mirror neurons. Developmental Science, 12(2), 350-363.
Goldin-Meadows, S. (1999). The role of gesture in communication and thinking. TREND in Cognitive Sciences, 3 (11), 419-429.
Gopnik, A. (2001). Theories, language and culture: Whorf without wincing. In M. Bowerman & S.C. Levinson. Language acquisition and conceptual development (pp. 45-69). Cambridge, UK: Cambridge University Press. (cross-cultural comparisons).
Goswami, U. (2006). Neuroscience and education: From research to practice. Nature Reviews Neuroscience, 7, 406-413.
Goswami, U. (Ed.) (2011). The Wiley-Blackwell handbook of childhood cognitive development (second edition). Oxford: Wiley Blackwell Publishing.
Greenspan, S., & Shanker, S. (2007). The developmental pathways leading to pattern recognition, joint attention, language and cognition. New Ideas in Psychology, 25(2), 128-142.
Hamlin, J.K., Hallinan, E.V., & Woodward, A.L. (2008). Do as I do: 7-month old infants selectively reproduce others' goals. Developmental Science, 11(4), 487-494.
Hammond, S. I., Bibok, M. I., Liebermann, D. P., Mueller, U., & Carpendale, J. (2007). Relations between Executive function and social understanding in young children. Abstract from Convention Western Psychological Association.
Heyes, C. (2011). Automatic imitation. Psychological Bulletin, 137(3), 463-483.
Hoff-Ginsberg, E. (2007). Language development (3rd edition). Belmont, CA: Wadsworth Publishing.
Huttenlocher, J., Duffy, S. & Levine, S.C. (2002). Infants and toddlers discriminate amounts: Are they measuring? Psychological Science, 13, 244-249.
Johnson, S.C., Shimizu, Y.A., & Ok, S.J. (2007). Actors and actions: The role of agent behavior in infants' attribution of goals. Cognitive Development, 22(3), 310-322.
Kaldy, Z. & Leslie, A.M. (2003). Identification of objects in 9 month old infants: Integrating "what" and "where" information. Developmental Science, 6, 360-373.
Legerstee, M. & Berillas, Y. (2003). Sharing attention and pointing to objects at 12 months: Is the intentional stance implied? Cognitive Development, 18, 91-110.
Mareschal, D. & Quinn, P.C. (2001). Categorization in infancy. Trends in Cognitive Science, 5, 443-450.
Mash, C., Novak, E. Berthier, N.E. and Keen, R. (2006). What do two year olds understand about hidden objects events? Developmental Psychology, 42, 263-271.
McDonough, L., Choi, S. & Mandler, J.M. (2003). Understanding spatial relations: Flexible infants, lexical adults. Cognitive Psychology, 46, 229-259.
Messer, D.J (1995). Meaning and starting to use words. The development of communication – From social interaction to language. (pp.110-129). Chichester, England: John Wiley Sons Ltd.
Messer, D.J. (1994). The development of communication. Chichester, UK: John Wiley and Sons.
Milligan, K., Astington, J.W., & Dack, L.A. (2007). Language and theory of mind: Meta‐analysis of the relation between language ability and false‐belief understanding. Child Development, 78(2), 622-646.
Moore, M. & Meltzoff, A. (2004). Object permanence after a 24-hour delay and leaving the locale of the disappearance: the role of memory, space and identity. Developmental Psychology, 40, 606-620.
Mundy. P. & Newell, L. (2007). Attention, joint attention and social cognition, Current Directions in Psychological Science, 1`6, 269-274.
Needham, A. (2009). Learning in infants' object perception, object-directed action, and tool use. In A. Woodward & A. Needham (Eds.), Learning and the infant mind (pp. 208-226). New York: Oxford University Press.
Nelson, K. (1996). Language in cognitive development. Cambridge, UK: Cambridge University Press.
Nelson, K. (2000). Global and functional: Mandler's perceptual and conceptual processes in infancy. Journal of Cognition and Development, 1, 49-54.
Nelson, K. (2005). Cognitive functions of language in early childhood. In B.D. Homer & C.S. Tamis-LeMonde, (Eds.). The development of social cognition and communication (pp.7-28). Mahwah, NJ: Lawrence Elbaum Associate Publishers.
Nelson, K. (2006). Development of representation in childhood. In E. Bialystok, & F.I.M. Craik, Lifespan cognition: Mechanisms of change (pp. 178-192). Oxford: Oxford University Press.
Nielson, M. (2006). Copying actions and copying outcomes: Social learning through the second year. Developmental Psychology, 42, 555-565.
Perner, J. (1998). The meta-intentional nature of executive functions and theory of mind. In P. Carruthers, & J. Boucher (Eds.), Language and Thought: Interdisciplinary themes. (pp. 270-283). Cambridge: Cambridge University Press.
Perner, J., Lang, B. & Kloo, D. (2002). Theory of mind and self control: more than a common problem of inhibition. Child Development, 73(3), 752-767.
Quinn, P.C. & Eimas, P.D. (2000). The emergence of category representation during infancy: Are separate and conceptual processes required?. Journal of Cognition and Development, 1, 55-61.
Ray, E., & Heyes, C. (2011). Imitation in infancy: the wealth of the stimulus. Developmental Science, 14(1), 92-105.
Reznick, J.S. (2000). Interpreting infant conceptual categorization. Journal of Cognition and Development, 1, 63-66.
Rieffe, C., Terwogt, M.M. and Coean, R. (2005). Children’s understanding of mental states as causes of emotions. Infant and Child Development, 14, 259-272.
Rizzolatti, G. & Craighero, L. (2004). The mirror-neuron system. Annual Review of Neuroscience, 27, 169-192.
Saxe, R., Carey, S. & Kanwisher, N. (2004). Understanding others' minds: Linking developmental psychology and functional neuroimaging. Annual Review of Psychology, 55, 87-124.
Sommerville, J.A. & Woodward, A.L. (2005). Pulling out the intentional structure of actions: The relation between action processing and action production in infancy. Cognition, 95, 1-30.
Vygotsky, L.S. (1962/1986). Thought and language. Cambridge, MA, USA: MIT Press.
Wellman, H.M., & Gelman, S. (1992). Cognitive development: Foundational theories of core domains. Annual Review of Psychology, 43, 337-375.
Woodworth, A. & Guajardo, J. (2002). Infants' understanding of the point gesture as an object-directed action. Cognitive Development, 17, 1061-1084.

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