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Samuelson, Larissa 
ORCID: https://orcid.org/0000-0002-9141-3286 and Smith, Linda B.
(2000)
Grounding development in cognitive processes.
Child Development, 71 (1).
pp. 98-106.
ISSN 0009-3920
Abstract
Developmentalists have made remarkable progress over the last several decades in detailing what children know at various points in development. Less progress has been made, however, in detailing the processes through which knowledge is realized in real-time tasks, or in detailing the processes of developmental change. We argue that the operating characteristics of perceiving and remembering provide a foundation for making progress on these issues in the next century. We include three examples applying these ideas to specific phenomena in early word learning. These examples illustrate how forming developmental hypotheses in terms of perceiving and remembering may bring new insights into specific phenomena as well as into how the ordinary operating characteristics of perceiving and remembering serve as bootstraps to more specialized and more abstract kinds of knowledge.
| Item Type: | Article |
|---|---|
| Faculty \ School: | Faculty of Social Sciences > School of Psychology |
| UEA Research Groups: | Faculty of Social Sciences > Research Groups > Cognition, Action and Perception Faculty of Social Sciences > Research Groups > Developmental Science |
| Depositing User: | Pure Connector |
| Date Deposited: | 13 Nov 2015 16:01 |
| Last Modified: | 15 Dec 2022 02:43 |
| URI: | https://ueaeprints.uea.ac.uk/id/eprint/55237 |
| DOI: | 10.1111/1467-8624.00123 |
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