Cognition - Underlying themes

Cognition - Underlying themes

1. Language

   • Number
     • Counting
       • Bridge to symbolic number
         • Learn numerals represent a number
           • Abstract and precise
       • Learning
         • Fuson
         • Different game
       • Guided by principles
         • Gelman and Gallistel
         • Gelman and Mack
       • Cultural invention
       • Carey (2009)
     • Gilmore et al
       • 5/6 year olds
       • Draw on number sense and approximation
         • Early underpins formal system
   • Spatial
     • Changes attention
       • Unal and Papafragou
     • Augmentation of representations
     • Papafragou et al
       • Verbal interference
     • Integrating representations
       • Allocentric and landmark-based
       • Hermer-Vasquez et al
         • Critical
       • Not critical/strategy
         • Vargas et al
         • Ratliffe and Newcombe
   • Disorders
     • Effect on delay
       • Mediates social input delay
       • Learn about theory of mind
         • Language delay underlies social delay
         • Explaining/predicting behaviour
     • Hearing-impaired children
       • Woolfe et al
         • Pass FB tasks later
       • Delayed access to social world
       • Non-natural signers
   • Working memory
     • Dempster
     • Schneider et al
       • Articulation rate
       • Strategy
     • Articulation rate
       • Hulme et al
         • WMM
       • Writing onto phonological loop
     • Strategy
       • Encoding images as words
         • Word effects
       • Rehearsal
       • Faster/better recall

2. Qualitative vs. Quantitative

   • Quantitative
     • Theory of mind?
       • Evidential basis for belief
         • Saltmarsh et al
         • Fischhoff
       • Continued development
         • Dumontheil, Apperly and Blakemore
       • Early
         • Southgate, Senji and Cisbra
         • Onishi and Baillargeon
     • Number
       • Informal systems underlie symbolic number systems
       • Gilmore et al
       • Carey (2009)
       • Use approximation system for intervention
         • Halberda et al
         • Ramani and Siegler
     • Working memory
       • Dempster
       • Basic processes
         • Inhibition
           • Gerstadt, Hong and Diamond
         • Implicit recognition
       • Shift to explicit
         • Newcombe and Fox
       • Strategy change
         • Rehearsal efficiency
           • Guttentag
     • Knowledge
       • Content
         • Chi (1978)
         • Improves memory
         • Schneider et al
       • Metacognition
         • Explicit
           • Recall and feedback at school
         • Implicit
           • Clark (1978)
         • Choosing strategies
   • Qualitative
     • Strategy
       • Rehearsal
         • Flavell, Beach and Chinsky
         • Dempster
       • Encoding
         • Hitch et al
       • Beal and Flesig
       • Selective attention
         • Cage vs. house
         • Vurpillot
     • Language
       • Allocation of attention
       • Spatial cognition
         • Integration
       • Number
         • Counting
       • Disorders
         • Social delay
     • Theory of mind?
       • Lack concept of belief
     • Number
       • Change in systems

3. Innate

   • Number
     • Counting principles
       • Gelman and Gallistel
       • Gelman and Mack
     • Cardinality
       • Only for small numbers
       • Starkey and Cooper
       • Perceptual features?
         • Clearfield and Mix
         • Feigenson and Spelke
         • Wynn
         • Antell and Keating
     • Approximation system
       • Xu and Spelke
       • Agrillo et al
   • Basic processes
     • Association
       • Siqueland and Lipsitt
     • Recognition
       • Implicit
         • Fantz, Fagan and Miranda
         • Strauss and Cohen
     • Recall
       • Meltzoff
     • Inhibition
       • Gerstadt, Hong and Diamond
       • Michel, Shoda and Rodriguez
       • Bell and Fox
   • Implicit metacognition
     • Clark (1978)
     • Self-monitoring
   • Egocentric spatial reference
     • Acredolo
       • Y maze
   • Early theory of mind
     • Bartsch and Wellman
     • Baldwin
       • Sensitive to intention
     • False belief tasks
       • Southgate, Senji and Cisbra
       • Onishi and Baillargeon
     • Apperly and Butterfill

4. Domain-specific vs. general

   • Specific
     • Number
       • Maths ability
         • Ramani and Siegler
         • Halberda et al
         • Munday and Gilmore
           • ability to map, not IQ, predicts maths ability
       • Counting does not help other cognitive changes
       • Constraints set, not affected by IQ
     • Spatial
       • Only for spatial references
         • e.g. will not affect memory
   • General
     • Language
     • Working memory
       • Eyewitness testimony
       • Training
       • Fragile X
         • Causes disproportionate social difficulties
         • Non-verbal false belief
       • Theory of mind
         • Processing capacity
           • Cannot hold 2 representations
           • Competence
     • Intelligence
       • Memory
         • Schneider et al
       • Disorders
         • Baron-Cohen et al
           • Not the issue
         • Sparrevohn and Howie
           • Verbal mental age
             • Happe
             • Not intelligence
       • Hughes and Ensor