T E A C H E R S C O L L E G E C O L U M B I A U N I V E R S I T Y HUDK 5023 Cognitive Development Fall, 2016, Thursday. 3:00-4:40 P.M.

Dr. Deanna Kuhn & Dr. Laura Hemberger dk100@columbia.edu, office hrs Th 1-2, 5-6; ljh2144@columbia.edu, office hrs W 2-5

Course assistants: Yuchen Shi (ys2786@columbia.edu), Flora Matos (fm2495@columbia.edu)

R e q u i r e d text: Cohen, D. (2013). How the child’s mind develops (Routledge, paper). 2nd ed.

O p t i o n a l supplementary text: Bjorklund, D. (2005). Children’s thinking: Cognitive development and individual differences (4 th e d . , Wadsworth, paperback). S t a r r e d r e a d i n g s b e l o w a r e r e q u i r e d ; o t h e r s a r e s u p p l e m e n t a r y a n d o p t i o n a l .

COURSE OUTLINE The study of cognitive development poses these two key questions: "What develops?" & "How?" Each section examines a different answer that has been proposed to the what question, along with its associated answer to the how question.

1. Introduction and overview (Sept. 8)

A. *Cohen, chapter 1.

B. Bjorklund, chapter 1. 2. Intelligence (Sept. 15)

A. *Cohen, chapters 7 & 8.

*Gardner, H., Kornhaber, M., & Wake, W. (1996). Intelligence: Multiple perspectives (Harcourt Brace).. Chapter 7, pp. 202-213.

*Sternberg, R. (1998). Abilities are forms of developing expertise. Educational Researcher, 27, 11-20.

B. Bjorklund, pp. 430-439, 448-458, 465-475, 487-495.

C. Wechsler, D. (1950). Intellectual development and psychological maturity. Child Development, 21, 45-50.

Kuhn, D. (2006). What develops (and how)? In J. Schaler (Ed.), Howard Gardner under fire: The rebel psychologist faces his critics (Open-Court).

Mackey, A., Hill, S., Stone, S., & Bunge, S. ( 2 0 1 1 ) . Differential effects of reasoning and speed training in children. Developmental Science, 14, 582-590. Nutley, S., et al. (2011). Gains in fluid intelligence after training non-verbal reasoning in 4-year-old children: a controlled, randomized study. Developmental Science, 14, 591-601.

3. Unfolding of innate potential: Nativism (Sept. 22) A. *Thelen, E., & Adolph, K. (1994). Arnold L. Gesell: The paradox of nature and nurture. Developmental Psychology, 28, 368-380.

*Wynn, K. (1992). Addition and subtraction by human infants. Nature, 358, 749-750.

*Fischer, K., & Bidell, T. (1991). Constraining nativist inferences about cognitive capacities. In S. Carey & R. Gelman (Eds.), The epigenesis of mind: Essays on biology and cognition (Erlbaum).

*Amso, D., & Casey, B. (2006). Beyond what develops when: Neuroimaging may inform how cognition changes with development. Current Directions in Psychological Science, 15, 24-29.

B. Bjorklund, pp. 40-57, 184-187.

National Research Council. (2000). How people learn: Brain, mind, experience, and school (National Academy of Sciences). Chapter 4. Available online at http:www.nap.edu.

C. Gesell, A. (1929). Maturation and infant behavior pattern. Psychological Review, 36, 307-319.

Oakes, L. (2009). The "Humpty Dumpty" problem in the study of early cognitive development. Perspectives on Psychological Science, 4, 352-358.

Wakeley, A., Rivera, S., & Langer, J. (2000). Can young infants add and subtract? Child Development, 71, 1525-1534.

4. Learning capacities and processes (Sept. 29)

A. *Horowitz, F. (1994). John B. Watson's legacy: Learning and environment. In R. Parke, P. Ornstein, J. Rieser, & C. Zahn-Waxler (Eds.), A century of developmental psychology (APA).

*Bijou, S. (1976). Child development: The basic stage of early childhood (Prentice-Hall). pp. 38-45.

* National Research Council. (2000). How people learn: Brain, mind, experience, and school (National Academy of Sciences). Chapters 1, 3. Available online at http:www.nap.edu.

B. Learning theory. Available online at http://en.wikipedia.org/wiki/Learning_theories.

C. Kendler, T. (1995). Levels of cognitive development (Erlbaum). Chapters 2, 10.

Halford, G. (1993). Basic learning processes in cognitive development (chapter 4). Children's understanding: The development of mental models (Erlbaum).

Kuhn, D. (2016). Learning is the key 21st century skill. Learning: Research and Practice, 2. Weir, M. (1964). Developmental changes in problem-solving strategies. Psychological Review, 71, 473-490.

Kuhn, D., & Pease, M. (2006). Do children and adults learn differently? Journal of Cognition and Development, 7, 279-293.

5. Cognitive structures and reasoning: Infancy and early childhood (Oct. 6)

A. *Cohen, chapter 2, pp. 33-44.

*Martin, W. (1959/60). Rediscovering the mind of the child. Merrill-Palmer Quarterly, 6, 67-76. *Piaget, J., & Inhelder, B. (1969). The psychology of the child (Basic). Chapter 1, sections I&II.

* National Research Council. (2000). How people learn: Brain, mind, experience, and school (National Academy of Sciences). Chapter 4, pp.79-92. Available online at http:www.nap.edu.

*Fischer, K., & Bidell, T. (1991). Constraining nativist inferences about cognitive capacities. In S. Carey & R. Gelman (Eds.), The epigenesis of mind: Essays on biology and cognition (Erlbaum). [Reread, contrasting the nativist and constructivist perspectives.]

B. Bjorklund, pp. 79-92.

C. Beilin, H. (1994). Jean Piaget's enduring contribution to developmental psychology. In R. Parke, P. Ornstein, J. Rieser, & C. Zahn-Waxler (Eds.), A century of developmental psychology (APA).

Baillargeon, R., Li, J., Gertner, Y., & Wu, D. (2011). How do infants reason about physical events? In U. Goswami (Ed.), Handbook of childhood cognitive development (Blackwell). (2nd ed.)

Shinskey, J., & Munakata, Y. (2005). Familiarity breeds searching: Infants reverse their novelty preferences when reaching for hidden objects. Psychological Science, 16, 596-600.

Keen, R. (2003). Representation of objects and events: Why do infants look so smart and toddlers look so dumb? Current Directions in Psychological Science, 12, 79-82.

6. Language capacities and skills (Oct.13)

A. *Cohen, chapter 3.

*Piaget, J., & Inhelder, B. (1969).The psychology of the child (Basic). Chapter 3, sections I&VI. *Werner, H., & Kaplan, B. (1963). Symbol formation (Wiley). Chapter 3, pp. 40-51.

*Nelson, K. (1999). The developmental psychology of language and thought. In M. Bennett (Ed.), Developmental psychology: Achievements and prospects (Psychology Press).

B. Bjorklund, pp. 234-244, 300-310.

C. Uttal, D., O’Doherty, K., Newland, R., Hand, L., & DeLoache, J. (2009). Dual representation and the linking of concrete and symbolic representations. Child Development Perspectives, 3, 156-159. Kemler Nelson, D., Russell, R., & Jones, K. (2000). Two-year-olds will name artifacts by their functions. Child Development, 71, 1271-1288. Sloutsky, V., Kloos, H., & Fisher, A. (2007). When looks are everything: Appearance similarity versus kind information in early induction. Psychological Science, 18, 179-185.

7. Cognitive structures and reasoning: Middle childhood (Oct. 20)

A. *Cohen, chapter 2, pp. 44-56.

*Piaget, J., & Inhelder, B. (1969). The psychology of the child (Basic). Chapter 4, sections I-III. *Piaget, J. (1929). The child's conception of the world (Littlefield Adams, 1965). Introduction and chapters 2, 6.

B. Bjorklund, pp. 92-100, 244-248.

C. Carey, S. (1990). Cognitive development. In D. Osherson & E. Smith (Eds.), Thinking: An invitation to cognitive science (MIT).

Oakes, L. (2009). The "Humpty Dumpty" problem in the study of early cognitive development. Perspectives on Psychological Science, 4, 352-358. [Reread, from a perspective of older children’s thinking.]

Brainerd, C. (1974). Training and transfer of transitivity, conservation, and class inclusion of length, Child Development, 45, 324-334.

Siegler, R. (1995). How does change occur? A microgenetic study of number conservation. Cognitive Psychology, 28, 225-273.

8. Cognitive structures and reasoning: Late childhood, adolescence, and adulthood (Oct. 27)

A. *Inhelder, B., & Piaget, J. (1958). The growth of logical thinking from childhood to adolescence (Basic). Translators' introduction and chapter 3.

*Kuhn, D. (2008). Formal operations from a twenty-first century perspective. Human Development, 51, 48-55.

B. Bjorklund, pp. 100-110, 356-361.

C. Dias, M., Roazzi, A., & Harris, P. (2005). Reasoning from unfamiliar premises: A study with unschooled adults. Psychological Science, 16, 550-554.

Moshman, D. (2013). Adolescent rationality. Advances in child development and behavior (Elsevier). Vol. 45.

Kuhn, D., Katz, J., & Dean, D. (2004). Developing reason. Thinking & Reasoning, 10, 197-219. Kuhn, D., Ramsey, S., & Arvidsson, T.S. (2015). Developing multivariable thinkers. Cognitive Development, 35, 92-110.

**********MIDTERM EXAM: Nov. 3**********

9. Information-processing capacities and strategies (Nov. 10) A. * Bjorklund, D. (2005). Children’s thinking: Cognitive development and individual differences (4th ed., Wadsworth). Chapter 5, pp. 119-134.

*Siegler, R. (2000). The rebirth of children’s learning. Child Development, 71, 26-35.

*Siegler, R. (2007). Cognitive variability. Developmental Science, 10, 104-109.

B. Bjorklund, pp. 172-178.

C. Halford, G. (1993). Basic learning processes in cognitive development (chapter 4). Children's understanding: The development of mental models (Erlbaum). [Reread from the information- processing perspective.] Halford, G. (2011). Information-processing models of cognitive development. In U. Goswami (Ed.), Handbook of childhood cognitive development (Blackwell). (2nd ed.)

Shrager, J., & Siegler, R. (1998). SCADS: A model of children's strategy choices and strategy discoveries. Psychological Science, 9, 405-410.

Siegler, R., & Chen, Z. (2008). Differentiation and integration: Guiding principles for analyzing change. Developmental Science, 11, 433-453.

10. Memory (Nov. 17)

A. *Cohen, chapter 6.

*Howe, M. (2003). Memories from the cradle. Current Directions in Psychological Science., 12, 62-65.

*Pressley, M. (1995). What is intellectual development about in the 1990s? Good information processing. In F. Weinert & W. Schneider (Eds.), Memory performance and competencies: Issues in growth and development (Erlbaum).

B. Bjorklund, pp. 274-294, 152-167.

C. Fivush, R., & Nelson, K. (2004). Culture and language in the emergence of autobiographical memory. Psychological Science, 15, 573-577.

Principe, G., Kanaya, T., Ceci, S., & Singh, M. (2006). Believing is seeing: How rumors can engender false memories in preschoolers. Psychological Science, 17, 243-248.

Schneider, W. (2011). Memory development in childhood. In U. Goswami (Ed.), Handbook of childhood cognitive development (Blackwell). (2nd ed.) Spiess, M., Meier, B., & Roebers, C. (2016). Developmental and longitudinal relationships between children’s executive functions, prospective memory, and metacognition. Cognitive Development, 38, 99-113. Wirkala, C., & Kuhn, D. (2011). Problem-based learning in K-12 education. American Educational

Research Journal, 48, 1157-1186.

11. Concepts, theories, and knowledge (Dec. 1) A. *Smith, L., Sera, M., & Gattuso, B. (1988). The development of thinking. In R. Sternberg & E. Smith (Eds.), The psychology of human thought ( Cambridge).

*Chi, M., & Roscoe, R. (2002). The processes and challenges of conceptual change. In M. Limon & L. Mason (Eds.), Reconsidering conceptual change: Issues in theory and practice (Kluwer).

B. National Research Council. (2000). How people learn: Brain, mind, experience, and school (National Academy of Sciences). Chapter 2. Available online at http:www.nap.edu.

Bjorklund, pp. 248-257.

C. Chi, M., & Koeske, R. (1983). Network representation of a child's dinosaur knowledge. Developmental Psychology, 19, 29-39.

Wellman, H. (2011). Developing a theory of mind. In U. Goswami (Ed.), Handbook of childhood cognitive development (Blackwell). (2nd ed.)

Keil, C. (1991). The emergence of theoretical beliefs as constraints on concepts. In S. Carey & R. Gelman (Eds.), The epigenesis of mind: Essays on biology and cognition (Erlbaum).

Walker, C., Lombrozo, T., Williams, J., Rafferty, A., & Gopnik, A. (2016). Explaining constrains causal learning in childhood. Child Development, DOI:  10.1111/cdev.12590

12. Social and cultural processes (Dec. 8)

A. *Cohen, chapter 3. [Reread from the cultural perspective.]

* National Research Council. (2000). How people learn: Brain, mind, experience, and school (National Academy of Sciences). Chapter 4, pp.102-111. Available online at http:www.nap.edu.

*Vygotsky, L. (1978). Mind in society: The development of higher psychological processes (Harvard). Chapter 6: Interaction between learning and development.

*Tomasello, M., (2016). Cultural learning redux. Child Development, 87, 643-653.

*Gutierrez, K., & Rogoff, B. (2003). Cultural ways of learning. Educational Researcher, 32,19-25.

B. Bjorklund, pp. 167-170.

C. Dias, M., Roazzi, A., & Harris, P. (2005). Reasoning from unfamiliar premises: A study with unschooled adults. Psychological Science, 16, 550-554. [Reread from the cultural perspective.]

Gauvain, M., & Munroe, R. (2009). Contributions of societal modernity to cognitive development: A comparison of four cultures. Child Development, 80, 1628-42.

Gauvain, M., delaOssa, J., & Hurtado-Ortiz, M. (2001). Parental guidance as children learn to use cultural tools: The case of pictorial plans. Cognitive Development, 16, 551-575.

Kuhn, D., & Crowell, A. (2011). Dialogic argumentation as a vehicle for developing young adolescents’ thinking. Psychological Science, 22, 545–552.

13. Metacognition and executive function (Dec. 15)

A. *Cohen, chapter 5.

*Munakata, Y., Snyder, H., & Chatham, C. (2012). Developing cognitive control: Three key transitions. Current Directions in Psychological Science, 21, 71-77.

*Kuhn, D. (2000). Metacognitive development. Current Directions in Psychological Science, 9, 178-181.

* Kuhn, D. (2009). The importance of learning about knowing. Perspectives on Child Development, 3, 112-117.

B. Bjorklund, pp. 167-170.

C. Harris, P., deRosnay, M., & Pons, F. (2005). Language and children's understanding of mental states. Current Directions in Psychological Science, 14, 69-73.

Wellman, H. (2011). Developing a theory of mind. In U. Goswami (Ed.), Handbook of childhood cognitive development (Blackwell). (2nd ed.) [Reread from the metacognition perspective.]

Gauvain, M., de la Ossa, J., & Hurtado-Ortiz, M. (2001). Parental guidance as children learn to use cultural tools: The case of pictorial plans. Cognitive Development, 16, 551-575. [Reread from the metacognition perspective.] Lecce, S., Bianco, F., Devine, R., & Banerjee, R. (2014). Promoting theory of mind during middle childhood. Journal of Experimental Child Psychology,126, 52-67. Kuhn, D., Zillmer, N., Crowell, A., & Zavala, J. (2013). Developing norms of argumentation: Metacognitive, epistemological, and social dimensions of developing argumentive competence. Cognition & Instruction, 31, 456-496.

**********FINAL EXAM: Due Dec. 18, 12 midnight**********