David Barner, PhD, is a Professor of Psychology and Linguistics at the University of California, San Diego. Dr. Barner studies the origin of human language and thought by studying how they develop in children in diverse cultural and linguistic contexts.Andrew Scott Baron, PhD, is an Assistant Professor of Psychology at the University of British Columbia, Canada. Dr. Baron's research explores the nature of the human capacity to be prejudiced by examining infants' and young children's tendency to categorize others into social groups and to form positive and negative attitudes and beliefs about these groups.

• List of Contributors XIAcknowledgements XIV Part I: INTRODUCTION 11 An Introduction to Core Knowledge and Conceptual Change (David Barner & Andrew Scott Baron) 1 Part II: processes of conceptual change #2 Some Preliminary Thoughts on a Rational Constructivist Approach to Cognitive Development: Primitives, Symbols, Learning, and Thinking (Fei Xu) # 3 How is Conceptual Change Possible? Insights From Science Education (MariAnne Wiser & Carol L. Smith # 4 Bundles of Contradiction: A Coexistence View of Conceptual Change (Andrew Shtulman & Tania Lombrozo) # 5 Conceptual Change: Where Domain-Specific Learning Mechanisms Meet Domain- General Cognitive Resources (Deborah Zaitchik, Gregg E.A. Solomon, Nathan Tardiff, & Igor Bascandziev) .....# 6 Surprise Enhances Early Learning (Lisa Feigenson) # Part III: Abstract Concepts #7 Inferring Number, Time, and Color Concepts From Core Knowledge and Linguistic Structure (Katie Wagner, Katharine Tillman, & David Barner) # 8 Different Faces of Language in Numerical Development: Exact Number and Individuation (Susan Levine & Renee Baillargeon # 9 How Numbers are Like the Earth (and Unlike Faces, Loitering or Knitting) (Barbara Sarnecka) # 10 Epistemic Limitations and Precise Estimates in Analog Magnitude Representation(Justin Halberda) # 11 A Framework for Frames of Reference (Anna Shusterman & Peggy Li) # Part IV: Linguistic Structure #12 Mechanisms for Thinking about Kinds, Instances of Kinds, and Kinds of Things (Sandeep Prasada) # 13 Concepts as Explanatory Structures: Evidence From Word Learning and the Development of Lexical Flexibility (Mahesh Srinivasan) # 14 Conceptualizing the Event: The Relationship Between Infants' Representations and Linguistic Organization (Laura Lakusta & Laura Wagner) # 15 When Children Don't Say What They Know: Syntax Acquisition and Executive Function (Virginia Valian) # Part V: Social and moral Cognition #16 Core Knowledge and Conceptual Change: A Perspective on Social Cognition (Elizabeth S. Spelke) # 17 Is False Belief Understanding Continuous from Infancy to Preschool Age? (Beate Sodian) # 18 What Neuroscience can Reveal about Cognition and its Origins? (Amy Skerry & Rebecca Saxe) # 19 What Develops in Moral Development? (Paul Bloom & Karen Wynn) # 20 Developmental Origins of Social Group Preferences (Andrew Scott Baron, Yarrow Dunham, & Anthea Pun) # Index

“Core Knowledge and Conceptual Change addresses the deepest questions at the heart of cognitive science: How do humans come to know the world? What is innate, and how does conceptual change take place? The answers come from a who's who of developmental psychologists, examining language, number, moral reasoning, theory of mind, and beyond. The result is a dazzling array of insights, hot-off-the-press empirical findings, and further questions that set the research agenda for years to come. A must-read.>

David Barner, PhD, is a Professor of Psychology and Linguistics at the University of California, San Diego. Dr. Barner studies the origin of human language and thought by studying how they develop in children in diverse cultural and linguistic contexts.Andrew Scott Baron, PhD, is an Assistant Professor of Psychology at the University of British Columbia, Canada. Dr. Baron's research explores the nature of the human capacity to be prejudiced by examining infants' and young children's tendency to categorize others into social groups and to form positive and negative attitudes and beliefs about these groups.

• List of Contributors XIAcknowledgements XIV Part I: INTRODUCTION 11 An Introduction to Core Knowledge and Conceptual Change (David Barner & Andrew Scott Baron) 1 Part II: processes of conceptual change #2 Some Preliminary Thoughts on a Rational Constructivist Approach to Cognitive Development: Primitives, Symbols, Learning, and Thinking (Fei Xu) # 3 How is Conceptual Change Possible? Insights From Science Education (MariAnne Wiser & Carol L. Smith # 4 Bundles of Contradiction: A Coexistence View of Conceptual Change (Andrew Shtulman & Tania Lombrozo) # 5 Conceptual Change: Where Domain-Specific Learning Mechanisms Meet Domain- General Cognitive Resources (Deborah Zaitchik, Gregg E.A. Solomon, Nathan Tardiff, & Igor Bascandziev) .....# 6 Surprise Enhances Early Learning (Lisa Feigenson) # Part III: Abstract Concepts #7 Inferring Number, Time, and Color Concepts From Core Knowledge and Linguistic Structure (Katie Wagner, Katharine Tillman, & David Barner) # 8 Different Faces of Language in Numerical Development: Exact Number and Individuation (Susan Levine & Renee Baillargeon # 9 How Numbers are Like the Earth (and Unlike Faces, Loitering or Knitting) (Barbara Sarnecka) # 10 Epistemic Limitations and Precise Estimates in Analog Magnitude Representation(Justin Halberda) # 11 A Framework for Frames of Reference (Anna Shusterman & Peggy Li) # Part IV: Linguistic Structure #12 Mechanisms for Thinking about Kinds, Instances of Kinds, and Kinds of Things (Sandeep Prasada) # 13 Concepts as Explanatory Structures: Evidence From Word Learning and the Development of Lexical Flexibility (Mahesh Srinivasan) # 14 Conceptualizing the Event: The Relationship Between Infants' Representations and Linguistic Organization (Laura Lakusta & Laura Wagner) # 15 When Children Don't Say What They Know: Syntax Acquisition and Executive Function (Virginia Valian) # Part V: Social and moral Cognition #16 Core Knowledge and Conceptual Change: A Perspective on Social Cognition (Elizabeth S. Spelke) # 17 Is False Belief Understanding Continuous from Infancy to Preschool Age? (Beate Sodian) # 18 What Neuroscience can Reveal about Cognition and its Origins? (Amy Skerry & Rebecca Saxe) # 19 What Develops in Moral Development? (Paul Bloom & Karen Wynn) # 20 Developmental Origins of Social Group Preferences (Andrew Scott Baron, Yarrow Dunham, & Anthea Pun) # Index

“Core Knowledge and Conceptual Change addresses the deepest questions at the heart of cognitive science: How do humans come to know the world? What is innate, and how does conceptual change take place? The answers come from a who's who of developmental psychologists, examining language, number, moral reasoning, theory of mind, and beyond. The result is a dazzling array of insights, hot-off-the-press empirical findings, and further questions that set the research agenda for years to come. A must-read.>

David Barner, PhD, is a Professor of Psychology and Linguistics at the University of California, San Diego. Dr. Barner studies the origin of human language and thought by studying how they develop in children in diverse cultural and linguistic contexts.Andrew Scott Baron, PhD, is an Assistant Professor of Psychology at the University of British Columbia, Canada. Dr. Baron's research explores the nature of the human capacity to be prejudiced by examining infants' and young children's tendency to categorize others into social groups and to form positive and negative attitudes and beliefs about these groups.

• List of Contributors XIAcknowledgements XIV Part I: INTRODUCTION 11 An Introduction to Core Knowledge and Conceptual Change (David Barner & Andrew Scott Baron) 1 Part II: processes of conceptual change #2 Some Preliminary Thoughts on a Rational Constructivist Approach to Cognitive Development: Primitives, Symbols, Learning, and Thinking (Fei Xu) # 3 How is Conceptual Change Possible? Insights From Science Education (MariAnne Wiser & Carol L. Smith # 4 Bundles of Contradiction: A Coexistence View of Conceptual Change (Andrew Shtulman & Tania Lombrozo) # 5 Conceptual Change: Where Domain-Specific Learning Mechanisms Meet Domain- General Cognitive Resources (Deborah Zaitchik, Gregg E.A. Solomon, Nathan Tardiff, & Igor Bascandziev) .....# 6 Surprise Enhances Early Learning (Lisa Feigenson) # Part III: Abstract Concepts #7 Inferring Number, Time, and Color Concepts From Core Knowledge and Linguistic Structure (Katie Wagner, Katharine Tillman, & David Barner) # 8 Different Faces of Language in Numerical Development: Exact Number and Individuation (Susan Levine & Renee Baillargeon # 9 How Numbers are Like the Earth (and Unlike Faces, Loitering or Knitting) (Barbara Sarnecka) # 10 Epistemic Limitations and Precise Estimates in Analog Magnitude Representation(Justin Halberda) # 11 A Framework for Frames of Reference (Anna Shusterman & Peggy Li) # Part IV: Linguistic Structure #12 Mechanisms for Thinking about Kinds, Instances of Kinds, and Kinds of Things (Sandeep Prasada) # 13 Concepts as Explanatory Structures: Evidence From Word Learning and the Development of Lexical Flexibility (Mahesh Srinivasan) # 14 Conceptualizing the Event: The Relationship Between Infants' Representations and Linguistic Organization (Laura Lakusta & Laura Wagner) # 15 When Children Don't Say What They Know: Syntax Acquisition and Executive Function (Virginia Valian) # Part V: Social and moral Cognition #16 Core Knowledge and Conceptual Change: A Perspective on Social Cognition (Elizabeth S. Spelke) # 17 Is False Belief Understanding Continuous from Infancy to Preschool Age? (Beate Sodian) # 18 What Neuroscience can Reveal about Cognition and its Origins? (Amy Skerry & Rebecca Saxe) # 19 What Develops in Moral Development? (Paul Bloom & Karen Wynn) # 20 Developmental Origins of Social Group Preferences (Andrew Scott Baron, Yarrow Dunham, & Anthea Pun) # Index

“Core Knowledge and Conceptual Change addresses the deepest questions at the heart of cognitive science: How do humans come to know the world? What is innate, and how does conceptual change take place? The answers come from a who's who of developmental psychologists, examining language, number, moral reasoning, theory of mind, and beyond. The result is a dazzling array of insights, hot-off-the-press empirical findings, and further questions that set the research agenda for years to come. A must-read.>