Aguiar, A., & Baillargeon, R. (1999). 2.5-month-old infants’ reasoning about when objects should and should not be occluded. Cognitive Psychology, 39, 116–157.
Bahrick, L. E., Gogate, L. J., & Ruiz, I. (2002). Attention and memory for faces and actions in infancy: the salience of actions over faces in dynamic events. Child Development, 73, 1629–1643.
Bauer, P. J., & Mandler, J. M. (1992). Putting the horse before the cart: the use of temporal order in recall of events by one-year-old children. Developmental Psychology, 28, 441−452.
Bergelson, E., & Swingley, D. (2012). At 6−9 months, human infants know the meaning of many common nouns. Proceedings of the National Academy of Sciences, 109, 3253–3258.
Campanella, J., & Rovee-Collier, C. (2005). Latent learning and deferred imitation at 3 months. Infancy, 7, 243−262.
Carey, S. (2009). The origin of concepts. New York: Oxford University Press.
Carver, L. J., & Bauer, P. J. (1999). When the event is more than the sum of its parts: nine-month-olds’ long-term ordered recall. Memory, 7, 147–174.
Casasanto, D., Fotakopoulou, O., & Boroditsky, L. (2010). Space and time in the child’s mind: evidence for a cross-dimensional asymmetry. Cognitive Science, 34, 387−405.
Cattaneo, Z., & Vecchi, T. (2011). Blind vision: the neuroscience of visual impairment. Cambridge, MA: MIT Press.
Clark, H. H. (1973). Space, time, semantics, and the child. In Moore, T. E. (Ed.), Cognitive development and the acquisition of language (pp. 27−63). San Diego, CA: Academic Press.
Clausner, T. C., & Croft, W. (1999). Domains and image schemas. Cognitive Linguistics, 10, 1−31.
Coulson, S., & Pagán Cánovas, C. (2013). Understanding time lines: conceptual metaphor and conceptual integration. Journal of Cognitive Semantics, V(1/2), 198−219.
Csibra, G. (2008). Goal attribution to inanimate agents by 6.5-month-old infants. Cognition, 107, 705–717.
Csibra, G., Gergely, G., Bíró, S., Koós, O., & Brockbank, M. (1999). Goal attribution without agency cues: the perception of ‘pure reason’ in infancy. Cognition, 72, 237–267.
De Hevia, M. D., & Spelke, E. S. (2010). Number-space mapping in human infants. Psychological Science, 21, 653−660.
Dewell, Robert (2005). Dynamic patterns of CONTAINMENT. In Hampe, B. (Ed.), From perception to meaning: image schemas in cognitive linguistics (pp. 369–394). Berlin: Mouton de Gruyter.
Fauconnier, G. (1997). Mappings in thought and language. New York: Cambridge University Press.
Fauconnier, G., & Turner, M. (1994). . University of California San Diego.
Fauconnier, G, & Turner, M. (2002). The way we think: conceptual blending and the mind’s hidden complexities. New York: Basic Books.
Fauconnier, G., & Turner, M. (2008). Rethinking metaphor. In Gibbs, R. W. (Ed.), The Cambridge handbook of metaphor and thought (pp. 57–66). Cambridge: Cambridge University Press.
Frye, D., Rawling, P., Moore, C., & Myers, I. (1983). Object−person discrimination and communication at 3 and 10 months. Developmental Psychology, 19, 303–309. Pragmatics, 37, 1595–1614.
Fuhrman, O., McCormick, K., Chen, E., Jiang, H., Shu, D., Mao, S., & Boroditsky, L. (2011). How linguistic and cultural forces shape conceptions of time: English and Mandarin time in 3D. Cognitive Science, 35, 1305–1328.
Gentner, D. (1983). Structure-mapping: a theoretical framework for analogy. Cognitive Science, 7, 155–170.
Gibbs, R. W. (2006). Embodiment and cognitive science. Cambridge: Cambridge University Press.
Gibbs, R. W., & Colston, H. (1995). The cognitive psychological reality of image schemas and their transformations. Cognitive Linguistics, 6, 347−378.
Grady, J. E. (1997). Theories are buildings revisited. Cognitive Linguistics, 8, 267−290.
Grady, J. E. (2005). Image schemas and perception: refining a definition. In Hampe, B. (Ed.), From perception to meaning: image schemas in cognitive linguistics (pp. 35–56. Berlin: Mouton de Gruyter
Guyau, J.-M. (1988 ). The origin of the idea of time. Reprinted In Michon, J. A., Pouthas, V., & Jackson, J. L (Ed.), Guyau and the idea of time. Amsterdam: North-Holland.
Haith, M. M. (1980). Rules that babies look by: the organization of visual activity. Hillsdale, NJ: Erlbaum.
Hampe, B. (2005). Image schemas in Cognitive Linguistics: introduction. In Hampe, B. (Ed.), From perception to meaning: image schemas in Cognitive Linguistics (pp. 1−14). Berlin: Mouton de Gruyter.
Hespos, S. J., & Baillargeon, R. (2001a). Knowledge about containment events in very young children. Cognition, 78, 207−245.
Hespos, S. J., & Baillargeon, R. (2001b). Infants’ knowledge about occlusion and containment events: a surprising discrepancy. Psychological Science, 12, 140−147.
Johnson, M. (1987). The body in the mind: the bodily basis of meaning, imagination, and reason. Chicago: Chicago University Press.
Johnson, M. H., & Morton, J. (1991). Biology and cognitive development: the case of face recognition. Oxford: Blackwell.
Kövecses, Z. (2003). Metaphor and emotion: language, culture, and body in human feeling. Cambridge: Cambridge University Press.
Kövecses, Z. (2005). Metaphor in culture: universality and variation. Cambridge: Cambridge University Press.
Lakoff, G. (1987). Women, fire, and dangerous things: what categories reveal about the mind. Chicago: University of Chicago Press.
Lakoff, G. (1993). The contemporary theory of metaphor. In Ortony, A. (Ed.), Metaphor and thought (pp. 202–251). Cambridge: Cambridge University Press.
Lakoff, G., & Johnson, M. (1980). Metaphors we live by. Chicago: University of Chicago Press.
Lakusta, L., & Landau, B. (2004). Starting at the end: the importance of goals in spatial language. Cognition, 96, 1−33.
Lakusta, L., Wagner, L., O’Hearn, K., & Landau, B. (2007). Conceptual foundations of spatial language: evidence for a goal bias in infants’ language learning and development. Language Learning and Development, 3, 179–197.
Landau, B., & Gleitman, L. R. (1985). Language and experience: evidence from the blind child. Cambridge, MA: Harvard University Press.
Legerstee, M. (1992). A review of the animate−inanimate distinction in infancy: implications for models of social and cognitive knowing. Early Development and Parenting, 1, 59−67.
Leslie, A. M. (1982). The perception of causality in infants. Perception, 11, 173–186.
Leslie, A. M. (1994). ToMM, ToBY, and Agency: core architecture and domain specificity. In Hirshfeld, L. A. & Gelman, S. A. (Eds.), Mapping the mind: domain specificity in cognition and culture (pp. 119–148). New York: Cambridge University Press.
Luo, Y., & Baillargeon, R. (2005). When the ordinary seems unexpected: evidence for incremental physical knowledge in young infants. Cognition, 95, 297–328.
Luo, Y., Kaufman, L., & Baillargeon, R. (2009). Young infants’ reasoning about physical events involving inert and self-propelled objects. Cognitive Psychology, 58, 441−486.
Mandler, G. (1982). Mind and body: psychology of emotion and stress. New York: Norton.
Mandler, J. M. (1992). How to build a baby II: conceptual primitives. Psychological Review, 99, 587−604.
Mandler, J. M. (2004). The foundations of mind: origins of conceptual thought. New York: Oxford University Press.
Mandler, J. M. (2008). On the birth and growth of concepts. Philosophical Psychology, 21, 207−230.
Mandler, J. M. (2010). The spatial foundations of the conceptual system. Language and Cognition, 2, 21−44.
Mandler, J. M. (2011). A leaner nativist solution to the origin of concepts. Behavioral and Brain Sciences, 34, 138−139.
Mandler, J. M. (2012). On the spatial foundations of the conceptual system and its enrichment. Cognitive Science, 36, 421−451.
Mandler, J. M., & McDonough, L. (1998). Studies in inductive inference in infancy. Cognitive Psychology, 37, 60−96.
McDonough, L., Choi, S., & Mandler, J. M. (2003). Understanding spatial relations: flexible infants, lexical adults. Cognitive Psychology, 46, 229–259.
Nelson, K. (1996). Language in cognitive development: emergence of the mediated mind. New York: Cambridge University Press.
Newcombe, N., Huttenlocher, J., & Learmonth, A. (1999). Infants’ encoding of location in continuous space. Infant Behavior and Development, 22, 483–510.
Núñez, R. E., & Sweetser, E. (2006). With the future behind them: convergent evidence from Aymara language and gesture in the crosslinguistic comparison of spatial construals of time. Cognitive Science, 30, 401–450.
Oakley, T. (2007). Image schemas. In Geeraerts, D. & Vuyckens, H. (Eds.), The Oxford handbook of cognitive linguistics (pp. 214–235). Oxford: Oxford University Press.
Ozcaliskan, S. (2005). On learning to draw the distinction between physical and metaphorical motion: Is metaphor an early emerging cognitive and linguistic capacity? Journal of Child Language, 32, 291−318.
Papafragou, A., Massey, C., & Gleitman, L. (2007). When English proposes what Greek presupposes: the cross-linguistic encoding of motion events. Cognition, 98, B75–B87.
Pauen, S. (2000). Early differentiation within the animate domain: Are humans something special? Journal of Experimental Psychology, 75, 134−151.
Perone, S., Madole, K. L., Ross-Sheehy, S., Carey, M., & Oakes, L. M. (2008). The relation between infants’ activity with objects and attention. Developmental Psychology, 44, 1242–1248.
Piaget, J. (1951). Play, dreams, and imitation in childhood. New York: Norton.
Quinn, P. C. (2003). Concepts are not just for objects: categorization of spatial relation information by infants. In Rakison, D. R. & Oakes, L. M. (Eds.), Early category and concept development. New York: Oxford University Press.
Quinn, P. C., Eimas, P. D., & Rosenkrantz, S. L. (1993). Evidence for representations of perceptual similar natural categories by 3-month-old and 4-month-old infants. Perception, 22, 463–475.
Repacholi, B. M., & Gopnik, A. (1997). Early reasoning about desires: evidence from 14- and 18-month-olds. Developmental Psychology, 33, 12−21.
Rochat, P., Morgan, R., & Carpenter, M. (1997). Young infants’ sensitivity to movement information specifying social causality. Cognitive Development, 12, 537–561.
Santiago, J., Román, A., Ouellet, M., Rodríguez, N., & Pérez-Azor, P. (2010). In hindsight, life flows from left to right. Psychological Research, 74, 59–70.
Setoh, P., Wu, D., Baillargeon, R., & Gelman, R. (2013). Young people have biological expectations about animals. Proceedings of the National Academy of Sciences, 110, 15937−15942.
Simion, F., Regolin, L., & Bulf, H. (2008). A predisposition for biological motion in the newborn baby. Proceedings of the National Academy of Sciences, 105, 809–813.
Spelke, E. S., Breinlinger, K., Macomber, J., & Jacobson, K. (1992). Origins of knowledge. Psychological Review, 99, 605–632.
Spelke, E. S., & Hespos, S. J. (2002). Conceptual development in infancy: the case of containment. In Stein, N. L., Bauer, P. J., & Rabinowitz, M. (Eds.), Representation, memory, and development: essays in honor of Jean Mandler (pp. 225–246). Mahwah, NJ: Erlbaum.
Srinivasan, N., & Carey, S. (2010). The long and the short of it: on the nature and origin of functional overlap between representations of space and time. Cognition, 116, 217–241.
Strickland, B., & Scholl, B. (in press). Event types in visual cognition: the case of containment and occlusion. Journal of Experimental Psychology: General.
Talmy, L. (1988). Force dynamics in language and cognition. Cognitive Science, 12, 49−100.
Traugott, E. C. (1978). On the expression of spatio-temporal relations in language. In Greenberg, J. H. (Ed.), Universals of human language: Vol. 3. Word structure. Stanford, CA: Stanford University Press.
Wagner, K., Dobkins, K., & Barner, D. (2013). Slow mapping: color word learning as a gradual inductive process. Cognition, 127, 307−317.
Wagner, S., Winner, E., Cicchetti, D., & Gardner, H. (1981). ‘Metaphorical’ mapping in human infants. Child Development, 52, 728−731.
Wang, S., Baillargeon, R., & Brueckner, L. (2004). Young infants’ reasoning about hidden objects: evidence from violation-of-expectation tasks with test trials only. Cognition, 93, 167–198.
Widen, S. C., & Russell, J. A. (2003). A closer look at preschoolers’ freely produced labels for facial expressions. Developmental Psychology, 39, 114−128.
Widen, S. C., & Russell, J. A. (2008). Children acquire emotion categories gradually. Cognitive Development, 23, 291–312.
Willatts, P. (1997). Beyond the ‘couch potato’ infant: how infants use their knowledge to regulate action, solve problems, and achieve goals. In Bremner, G., Slater, A., & Butterworth, G. (Eds.), Infant development: recent advances (pp. 109–135). Hove: Psychology Press.
Woodward, A. L. (1998). Infants selectively encode the goal object of an actor’s reach. Cognition, 69, 1–34.