Cambridge Handbook of Cognitive Development

How does cognition develop in infants, children and adolescents? This handbook presents a cutting-edge overview of the field of cognitive development, spanning basic methodology, key domain-based findings and applications. Part One covers the neurobiological constraints and laws of brain development, while Part Two covers the fundamentals of cognitive development from birth to adulthood: object, number, categorization, reasoning, decision-making and socioemotional cognition. The final Part Three covers educational and school-learning domains, including numeracy, literacy, scientific reasoning skills, working memory and executive skills, metacognition, curiosity-driven active learning and more. Featuring chapters written by the world's leading scholars in experimental and developmental psychology, as well as in basic neurobiology, cognitive neuroscience, computational modelling and developmental robotics, this collection is the most comprehensive reference work to date on cognitive development of the twenty-first century. It will be a vital resource for scholars and graduate students in developmental psychology, neuroeducation and the cognitive sciences.

'Anyone interested in cognitive development writ large should enjoy this marvelous survey of the field. The editors have assembled a remarkable set of chapters that are comprehensive and stimulating, full of facts, theories and wisdom. This collection not only conveys the essential discoveries and insights of the past but also provides rich glimpses of where numerous research programs are headed. This handbook should grace the shelves of anyone who is even remotely interested in this field.' Stephen M. Kosslyn, Honorary Dean for the Social Sciences, Harvard University, USA, 'This handbook will be the definitive resource for novice and seasoned researchers. Rooted in Piagetian constructivism, leaders in the field discuss contemporary approaches to cognitive development, highlighting periods of growth and regression throughout the lifespan. From brain research to empirical observation, this volume provides the rich, theoretical tapestry currently shaping the discipline.' Stuart Marcovitch, Professor of Psychology, University of North Carolina at Greensboro, USA, 'This comprehensive and impressive volume situates the current thinking in cognitive development in historical and philosophical context. Characterizing the last 40 years of cognitive developmental research as fundamentally interdisciplinary, the editors bring together research in neurobiology, experimental psychology, computational modelling, comparative psychology, and educational application. The expert contributors present accessible chapters integrating theory and empirical evidence throughout. This extensive overview of current work will be of value to those working in the field, especially those starting out, as well as researchers in other disciplines who want to understand contemporary thought in cognitive development.' Sarah Beck, Professor of Cognitive Development, University of Birmingham, UK

Olivier Houdé is Professor of Psychology at the University of Paris, where he is the honorary director of the Laboratory of Psychology at the Sorbonne. He is an academician at the Institut de France. One of the world's leading specialists of cognitive development, he is Editor in Chief of the Dictionary of Cognitive Science (2004). Grégoire Borst is Professor of Psychology at the University of Paris, where he is the director of the Laboratory of Psychology at the Sorbonne. A rising star in the areas of cognitive development and neuroeducation, he is also a member of the board of the Journal of Experimental Child Psychology.