Spring, 1997
Dr. David F. Bjorklund
Office: 105-B
Telephone: 367-3367
E-mail: BjorklDF@fau.edu
In this seminar, we will begin by examining briefly Piagetian and neo-Piagetian approaches to cognitive development. The remainder of the course will deal with several "emerging" themes and theories in cognitive development. Included in our discussions will be the developmental systems approach, evolutionary perspectives of cognitive development, current perspectives on memory and strategy development (e.g., utilization deficiencies; multiple- and variable-strategy use; indirect memory), and theories of cognitive development that extend or challenge standard information-processing approaches, such as fuzzy-trace theory (Brainerd and Reyna), inhibition/resistance to interference theories (Dempster; Harnishfeger & Bjorklund), and neo-nativist perspectives (Spelke, Meltzoff, and Karmiloff-Smith).
Students will be responsible for leading class
discussion, will write two research/review papers (10-15 pages each) on
topics related to the course and approved by the instructor, and will also
write a research proposal related to one of their review papers. A final
exam will be given during the finals period.
Evaluation: Review papers - - - - - - - - - - - - - - - - - 50%
Proposed experiment - - - - - - - - - - - - 15%
Class participation - - - - - - - - - - - - - - 10%
Final Exam - - - - - - - - - - - - - - - - - - - - 25%
Paper Schedule: First paper - - - - - - - - - - - - - - - - - - - - March 10
Second paper & proposal - - - - - - -
- - April 21
Recommended Text:
Carey, S. & R. Gelman, R. (Eds.) (1991).
Epigenesis
of mind: Essays in biology and cognition. Hillsdale, NJ: Erlbaum.
TENTATIVE COURSE OUTLINE
Overview of Piagetian, Neo-Piagetian, and Basic-Processing Theories
Bjorklund (1995), Chapters 3 & 4; Chapter 5, pp. 131-142.
Kail, R. (1993). The role of a global mechanism in developmental change in speed of processing. In M. L. Howe & R. Pasnak (Eds.), Emerging themes in cognitive development, Vol. 1: Foundations (pp. 97-119). New York: Springer-Verlag.
II. A Developmental Systems Approach to Cognitive Development
Bjorklund (1995), Chapter 2, pp. 23-31.
Gottlieb, G. (1991). Experiential canalization of normal development: Theory. Developmental Psychology, 27, 4-13.
Turkewitz, G. (1993). The influence of timing on the nature of cognition. In G. Turkewitz & D. A. Devenny (Eds.), Developmental time and timing (pp. 125-142). Hillsdale, NJ: Erlbaum.
Scarr, S. (1993). Biological and cultural diversity: The legacy of Darwin for development. Child Development, 64, 1333-1353.
III. Cognitive Development and Evolutionary Theory
Bjorklund (1995), Chapter 2, pp. 44-50.
Bjorklund, D. F. (1997). In search of a metatheory for cognitive development (or, Piaget's dead and I don't feel so good myself). Child Development.
Geary, D. C. (1995). Reflections of evolution and culture in children's cognition: Implications for mathematical development and instruction. American Psychologist, 50, 24-37.
Siegler, R. S. (1996). Evolution and cognitive development (Chapter 2), in Emerging minds: The process of change in children's thinking. New York: Oxford University Press.
IV. The Adaptive Nature of Cognitive Immaturity
Bjorklund, D. F. (in press). The role of immaturity
in human development. Psychological Bulletin.
V. Neo-nativism
Bjorklund (1995), Chapter 7, pp. 189-202.
Baillargeon, R. (1987). Object permanence in 3 1/2- and 4 1/2-month-old infants. Developmental Psychology, 23, 655-664.
Spelke, E. S. (1991). Physical knowledge in infancy: Reflections on Piaget's theory. In S. Carey & R. Gelman (Eds.), Epigenesis of mind: Essays in biology and cognition (pp. 133-169). Hillsdale, NJ: Erlbaum.
Diamond, A. (1991). Neuropsychological insights into the meaning of object concept development. In S. Carey & R. Gelman (Eds.), Epigenesis of mind: Essays in biology and cognition (pp. 67-110). Hillsdale, NJ: Erlbaum.
Meltzoff, A. N. (1995). What infant memory tells us about infantile amnesia: Long-term recall and deferred imitation. Journal of Experimental Child Psychology, 59, 497-515.
Karmiloff-Smith, A. (1991). Beyond modularity: Innate constraints and developmental change. In S. Carey & R. Gelman (Eds.), The epigenesis of mind: Essays on biology and cognition (pp. 171-197). Hillsdale, NJ: Erlbaum.
Fischer, K. W., & Bidell, T. (1991). Constraining nativist inferences about cognitive capacities. In S. Carey & R. Gelman (Eds.), The epigenesis of mind: Essays on biology and cognition (pp. 199-235). Hillsdale, NJ: Erlbaum.
Gelman, R., & Williams, E. M. (in press). Enabling constraints for cognitive development and learning: Domain-specificity and epigenesis. To appear in D. Kuhn & R. S. Siegler (Eds.), Cognitive, language, and perceptual development, Vol. 2, In B. Damon (General Editor), Handbook of child psychology. New York: Wiley.
VI. The Development of Memory and Memory Strategies
Bjorklund (1995), Chapter 8.
Schneider, W., & Bjorklund, D. F. (in
press). Memory. To appear in D. Kuhn & R. S. Siegler (Eds.), Cognitive,
language, and perceptual development, Vol. 2, In B. Damon (General
Editor), Handbook of child psychology. New York: Wiley.
Multiple- and Variable Strategy Use
Siegler, R. S. (1995). Children's thinking: How does change occur? In F. E. Weinert & W. Schneider (Eds.), Research on memory development: State of the art and future directions (pp. 405-430). Hillsdale, NJ: Erlbaum.
Coyle, T. R., & Bjorklund, D. F. (in press). Age differences in, and consequences of, multiple- and variable strategy use on a multitrial sort-recall task. Developmental Psychology.
Utilization Deficiencies
Miller, P. H., & Seier, W. L. (1994). Strategy utilization deficiencies in children: When, where, and why. In H. W. Reese (Ed.), Advances in child development and behavior (Vol. 25). New York: Academic Press.
Miller, P. H., Seier, W. L., Probert, J. S., & Aloise, P. A. (1991). Age differences in the capacity demands of a strategy among spontaneously strategic children. Journal of Experimental Child Psychology, 52, 149-165.
Bjorklund, D. F., Miller, P. H., Coyle, T. R., & Slawinski, J. L. (in press). Instructing children to use memory strategies: Evidence of utilization deficiencies in memory training studies. Developmental Review.
Indirect Memory
Newcombe, N., & Fox, N. A. (1994). Infantile amnesia: Through a glass darkly. Child Development, 65, 31-40.
Drummey, A. B., & Newcombe, N. (1995). Remembering versus knowing the past: Children's explicit and implicit memories for pictures. Journal of Experimental Child Psychology, 59, 549-565.
Naito, M. (1990). Repetition priming in children and adults: Age-related dissociation between implicit and explicit memory. Journal of Experimental Child Psychology, 50, 462-484.
The Context of Memory Development
Hudson, J. A. (1990). The emergence of autobiographical memory in mother-child conversation. In R. Fivush & J. A. Hudson (Eds.), Knowing and remembering in young children (pp. 166-196). Cambridge: Cambridge University Press.
Fivush, R., & Hamond, N. R. (1990). Autobiographical memory across the preschool years: Toward reconceptualizing childhood amnesia. In R. Fivush & J. A. Hudson (Eds.), Knowing and remembering in young children (pp. 223-248). Cambridge: Cambridge University Press.
Bjorklund (1995), Chapter 5, pp. 142-148.
Dempster, F. N. (1993). Resistance to interference: Developmental changes in a basic processing mechanism. In M. L. Howe & R. Pasnak (Eds.), Emerging themes in cognitive development, Vol 1.: Foundations (pp. 3-27). New York: Springer-Verlag.
Harnishfeger, K. K., & Bjorklund, D. F. (1993). The ontogeny of inhibition mechanisms: A renewed approach to cognitive development. In M. L. Howe & R. Pasnak (Eds.), Emerging themes in cognitive development, Vol. I: Foundations (pp. 28-49). New York: Springer-Verlag.
VIII. Fuzzy-trace Theory
Bjorklund (1995), Chapter 5, pp. 148-154.
Reyna, V. F., & Brainerd, C. J. (1995). Fuzzy-trace theory: An interim synthesis. Learning and Individual Differences, 7, 1-75.
Brainerd, C. J., & Gordon, L. L. (1994).
Development of verbatim and gist memory for numbers. Developmental Psychology,
30, 163-177.