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Mapping the Mind
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  • Cited by 168
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    This book has been cited by the following publications. This list is generated based on data provided by CrossRef.

    Soysal, Y. 2017. An exploration of the interactions among the components of an experienced elementary science teacher’s pedagogical content knowledge. Educational Studies, p. 1.


    Gerace, Adam Day, Andrew Casey, Sharon and Mohr, Philip 2017. ‘I Think, You Think’: Understanding the Importance of Self-Reflection to the Taking of Another Person's Perspective. Journal of Relationships Research, Vol. 8,


    Zeyer, Albert 2017. Gender, complexity, and science for all: Systemizing and its impact on motivation to learn science for different science subjects. Journal of Research in Science Teaching,


    Zerilli, John 2017. Against the “system” module. Philosophical Psychology, Vol. 30, Issue. 3, p. 235.


    Soysal, Y. and Radmard, S. 2017. An exploration of Turkish teachers’ attributions to barriers faced within learner-centred teaching. Educational Studies, Vol. 43, Issue. 2, p. 186.


    Cabooter, Elke Weijters, Bert De Beuckelaer, Alain and Davidov, Eldad 2017. Is extreme response style domain specific? Findings from two studies in four countries. Quality & Quantity, Vol. 51, Issue. 6, p. 2605.


    Rybska, Eliza Tunnicliffe, Sue Dale and Sajkowska, Zofia Anna 2017. Children’s ideas about the internal structure of trees: cross-age studies. Journal of Biological Education, Vol. 51, Issue. 4, p. 375.


    Martí, Eduardo 2017. Body, culture and cognition: avoiding reductionist temptations / Cuerpo, cultura y cognición: sorteando las tentaciones reduccionistas. Estudios de Psicología, Vol. 38, Issue. 1, p. 140.


    Bender, Andrea and Beller, Sieghard 2017. Agents and Patients in Physical Settings: Linguistic Cues Affect the Assignment of Causality in German and Tongan. Frontiers in Psychology, Vol. 8,


    Karner, Christian and Kaźmierczak, Marek 2017. Palimpsests of the romantic. Journal of Contemporary Central and Eastern Europe, Vol. 25, Issue. 1, p. 3.


    Sorensen, Lucy C. and Dodge, Kenneth A. 2016. How Does the Fast Track Intervention Prevent Adverse Outcomes in Young Adulthood?. Child Development, Vol. 87, Issue. 2, p. 429.


    Geerdts, Megan Van De Walle, Gretchen and LoBue, Vanessa 2016. Using Animals to Teach Children Biology: Exploring the Use of Biological Explanations in Children’s Anthropomorphic Storybooks. Early Education and Development, Vol. 27, Issue. 8, p. 1237.


    Howe, Christine Taylor Tavares, Joana and Devine, Amy 2016. Recognition as support for reasoning about horizontal motion: a further resource for school science?. Research in Science & Technological Education, Vol. 34, Issue. 3, p. 273.


    Baillargeon, Renée Scott, Rose M. and Bian, Lin 2016. Psychological Reasoning in Infancy. Annual Review of Psychology, Vol. 67, Issue. 1, p. 159.


    Purzycki, Benjamin Grant and Willard, Aiyana K. 2016. MCI theory: a critical discussion. Religion, Brain & Behavior, Vol. 6, Issue. 3, p. 207.


    Bang, Megan 2015. Culture, Learning, and Development and the Natural World: The Influences of Situative Perspectives. Educational Psychologist, Vol. 50, Issue. 3, p. 220.


    Sumida, Manabu and Ohashi, Atsushi 2015. Chemistry Education. p. 469.

    Martí, Eduardo and Scheuer, Nora 2015. Semiotic systems, culture and early mathematical knowledge / Sistemas semióticos, cultura y conocimiento matemático temprano. Estudios de Psicología, Vol. 36, Issue. 1, p. 1.


    DeScioli, Peter Rosa, Nicole M. and Gutchess, Angela H. 2015. A Memory Advantage for Property. Evolutionary Psychology, Vol. 13, Issue. 2, p. 147470491501300.


    Boyer, Pascal and Barrett, H. Clark 2015. The Handbook of Evolutionary Psychology. p. 1.

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    Mapping the Mind
    • Online ISBN: 9780511752902
    • Book DOI: https://doi.org/10.1017/CBO9780511752902
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Book description

What is the nature of human thought? A long dominant view holds that the mind is a general problem-solving device that approaches all questions in much the same way. Chomsky's theory of language, which revolutionised linguistics, challenged this claim, contending that children are primed to acquire some skills, like language, in a manner largely independent of their ability to solve other sorts of apparently similar mental problems. In recent years researchers in anthropology, psychology, linguistic and neuroscience have examined whether other mental skills are similarly independent. Many have concluded that much of human thought is 'domain-specific'. Thus, the mind is better viewed as a collection of cognitive abilities specialised to handle specific tasks than a general problem solver. This volume introduces a general audience to a domain-specificity perspective, by compiling a collection of essays exploring how several of these cognitive abilities are organised.

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