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EPSY 6103: Cognitive and Language Development: Required Readings

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Required Readings for EPSY 6103

Barrouillet, P., & Gauffroy, C. (Eds.) (2013). The development of thinking and reasoning. NY: Psychology Press.

Halpern, D. F. (2012). Sex differences in cognitive abilities (4th ed.). NY: Taylor and Francis Group.

Additional readings:

Berk, L., & Winsler, A. (1995). Scaffolding children’s learning: Vygotsky and early childhood education.
    Washington, DC: National Association for the Education of Young Children.
    Ch. 1 – Vygotsky: His life and works (pp. 1-9).
    Ch. 2 – Vygotsky’s approach to development: The social origins of individual mental functioning
        (pp. 11-49)

Gleitman, L., & Papafragaou, A. (2013). Relations between thought and language. In D. Reisberg (Ed.)
The Oxford handbook of cognitive psychology (pp. 504-523). New York, NY: Oxford University Press.

Gruber, H.E., & Vonéche, J.J. (1977). The essential Piaget: An interpretive reference and guide. New
    York, NY: Basic Books.
    Part IV, Egocentric thought in the child – Ch. 13 – The language and thought of the child
(pp. 63-88)

Haidt, J. (2012). The righteous mind: Why good people are divided by politics and religion. NY: Pantheon Books.  
Ch. 2: The Intuitive Dog and Its Rational Tail (pp. 27-51)
Ch. 5: Beyond WEIRD Morality (pp. 95-111)

Narvaez, D. (2010). Moral complexity: The fatal attraction of truthiness and the importance of  mature moral functioning. Perspectives on Psychological Science, 5(2), 163-181. doi: 10.1177/1745691610362351

Santiago-Delefosse, M.J., & Delefosse, J.-M. (2002), Spielrein, Piaget and Vygotsky: Three positions on child thought and language. Theory and Psychology, 12(6), 723-747.

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