OSU > Psychology > Faculty > John Opfer > Courses:  Cognitive Development (7845)




Siegler, R. S., & Alibali, M. W. (2005). Children’s Thinking (4th Edition). Saddle River, NJ:  Prentice-Hall. Chapter 1. [THEORIES.pdf]

Siegler, R. S., & Alibali, M. W. (2005). Chapter 2. Piaget's theory of development.

Piaget, J. (1964). Development and learning. In R. E. Ripple & N. Rockcastle (Eds.), Piaget Rediscovered (pp. 7 - 20).

Siegler, R. S., & Alibali, M. W. (2005). Chapter 3. Information-processing theories.

Siegler, R. S., & Alibali, M. W. (2005). Chapter 4. Sociocultural theories.

Siegler, R. S., & Alibali, M. W. (2005). Chapter 5. Perceptual development. [Birth of the Mind.pdf]

Johnson, S. P., Amso, D., & Slemmer, J. A. (2003). Development of object concepts in infancy: Evidence for early learning in an eye-tracking paradigm. PNAS, 100, 10568-10573.

Spelke, E. S., Breinlinger, K., Macomber, J., & Jacobson, K. (1992). Origins of knowledge. Psychological Review, 99, 605-632.

Emberson, L & Amso, D. (2013). Learning to sample. Journal of Cognitive Neuroscience.

Siegler, R. S., & Alibali, M. W. (2005). Chapter 6. Language development. [LangDev.pdf]

Saffran, J. R., Aslin, R. N., & Newport, E. L. (1996). Statistical learning by 8-month-old infants. Science, 274, 1926-1928.

Marcus, G. F., Vijayan, S., Bandi Rao, S., and Vishton, P. M. (1999). Rule-learning in seven-month-old infants. Science, 283, 77-80

MacWhinney, B. (1975). Rules, rote, and analogy in morphological formations by Hungarian children. Journal of Child Language, 65 -77.

Siegler, R. S., & Alibali, M. W. (2005). [Chapter 7] [Memory 1.pdf Memory 2.pdf]

Siegler, R. S., & Alibali, M. W. (2005). Chapter 10. [Reasoning.pdf]

Gentner, D. (1993). Why we’re so smart. In D. Gentner and S. Goldin-Meadow (Eds.), Language in mind: Advances in the study of language and thought (pp. 195 – 235). Cambridge, MA:  MIT Press.

Bulloch, M. J., & Opfer, J. E. (2009). What makes relational reasoning smart? Revisiting the perceptual-to-relational shift in the development of generalization.  Developmental Science, 12, 114 – 122.

Badger, JR, & Shapiro, LR (2012). Evidence of a transition from perceptual to category induction in 3- to 9-year-old children. Journal of Experimental Child Psychology, 113, 131 - 146

Siegler, R. S., & Alibali, M. W. (2005). Chapter 11. [845AcademicSkills.pdf]

Anderson, J. R., Reder, L. M., & Simon, H. A. (1996). Situated learning and education. Education researcher

Greeno, J. G. (1997). On claims that answer the wrong question. Education Researcher.

Anderson, J. R., Reder, L. M., & Simon, H. A. (1997). Situative versus Cognitive Perspectives: Form Versus Substance.

Siegler, R. S., & Alibali, M. W. (2005). Chapter 9. [Social Cognition.pdf]

Johnson, S. C. (2003). Detecting agents. Philosophical transactions of the Royal Society, 358, 549 - 559.

Wellman, H. M., Cross, D., & Watson, J. (2001). Meta-analysis of theory-of-mind development: The truth about false belief.

Yamaguchi, M., Kuhlmeier, V., Wynn, K., and vanMarle, K. (2009). Continuity in social cognition from infancy to childhood. Developmental Science, 12, 746–752


Johnson, M. H. (2011). Chapter 4. Building a brain. [Birth of the Mind.pdf]

Nelson, C. A., & McCleery, J. P. (2008). Use of event-related potentials in the study of typical and atypical development.

Polderman, T. J. C., Benyamin, B., de Leeuw, C. A., Sullivan, P. F., van Bochoven, A., Visscher, P. M., & Posthuma, D. (2015). Meta-analysis of the heritability of human traits based on fifty years of twin studies. Nature Genetics, 47(7), 702–709. http://doi.org/10.1038/ng.3285

Dennis, E. L., & Thompson, P. M. (2013). Typical and atypical brain development: A review of neuroimaging studies.  https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3811107/