Learning, Development, and Conceptual Change
This series in learning, development, and conceptual change will include state-of-the-art reference works, seminal book-length monographs, and texts on the development of concepts and mental structures. It will span learning in all domains of knowledge, from syntax to geometry to the social world, and will be concerned with all phases of development, from infancy through adulthood. The series intends to engage such fundamental questions as—The nature and limits of learning and maturation: the influence of the environment, of initial structures, and of maturational changes in the nervous system on human development; learnability theory; the problem of induction; domain-specific constraints on development; and The nature of conceptual change: conceptual organization and conceptual change in child development, in the acquisition of expertise, and in the history of science.
Series editor: Lila Gleitman, Susan Carey, Elissa Newport, and Elizabeth Spelke
May 24, 2013
Nov 01, 2008
Oct 29, 2008
Jan 24, 2003
Jan 24, 2003
How Children Learn the Meanings of Words
Jan 25, 2002
Language Creation and Language Change
Jan 26, 2001
Feb 16, 1999
Sep 01, 1998
Sep 01, 1998
Jan 22, 1997
Feb 27, 1996
Sep 25, 1995
An Odyssey in Learning and Perception
Feb 03, 1994
Oct 08, 1992
Concepts, Kinds, and Cognitive Development
Jan 30, 1992
Aug 28, 1991
Categorization and Naming in Children
Feb 05, 1991
Mar 14, 1990
Conceptual Change In Childhood
Oct 05, 1987
From Simple Input to Complex Grammar
Nov 13, 1986
Mar 31, 1986