Alison GOPNIK

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Andrew N. MeltzoffCo-Director, Institute for Learning & Brain Sciences, Professor of Psychology, Univ. of WashingtonCorreu electrònic verificat a uw.edu
Thomas L. GriffithsProfessor of Psychology and Computer Science, Princeton UniversityCorreu electrònic verificat a princeton.edu
David SobelProfessor of Psychology and Cognitive Science, Brown UniversityCorreu electrònic verificat a brown.edu
Tamar KushnirProfessor, Psychology & Neuroscience, Duke UniversityCorreu electrònic verificat a duke.edu
Elizabeth BonawitzAssociate Faculty, Harvard University Graduate School of EducationCorreu electrònic verificat a gse.harvard.edu
Sophie BridgersMITCorreu electrònic verificat a mit.edu
Christopher G. LucasUniversity of EdinburghCorreu electrònic verificat a ed.ac.uk
Joshua B. TenenbaumMITCorreu electrònic verificat a mit.edu
Elizabeth SeiverCorreu electrònic verificat a plos.org
Stephanie DenisonAssociate Professor of Psychology, University of WaterlooCorreu electrònic verificat a uwaterloo.ca
David DanksProfessor of Data Science, Philosophy, & Policy; UC San DiegoCorreu electrònic verificat a ucsd.edu
Betty RepacholiUniversity of WashingtonCorreu electrònic verificat a u.washington.edu
Deena Skolnick WeisbergVillanova UniversityCorreu electrònic verificat a villanova.edu
Patrick ShaftoMath & CS, Rutgers University - NewarkCorreu electrònic verificat a rutgers.edu
charles kalishEmeritus Professor of Educational Psychology, university of Wisconsin MadisonCorreu electrònic verificat a wisc.edu
Michael W. MorrisColumbia, Psychology Department, Graduate School of BusinessCorreu electrònic verificat a columbia.edu
Daniela O'NeillProfessor, Developmental Psychology, University of WaterlooCorreu electrònic verificat a uwaterloo.ca
James WoodwardProfessor, History and Philosophy of Science, University of PittsburghCorreu electrònic verificat a pitt.edu
Patricia GaneaProfessor, University of TorontoCorreu electrònic verificat a utoronto.ca
Noah D. GoodmanStanford UniversityCorreu electrònic verificat a stanford.edu

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Alison GOPNIK

Professor of Psychology, Berkeley

Correu electrònic verificat a berkeley.edu - Pàgina d'inici

Cognitive Development Probabilistic Models Learning Causal Inference


Títol Ordena per cites Ordena per any Ordena per títol	Citada per Citada per	Any
Words, thoughts, and theories A Gopnik, AN Meltzoff, P Bryant Mit Press, 1997	2977	1997
Children's understanding of representational change and its relation to the understanding of false belief and the appearance-reality distinction A Gopnik, JW Astington Child development, 26-37, 1988	2427	1988
Why the child's theory of mind really is a theory A Gopnik, HM Wellman Blackwell Publishing Ltd, 1992	1829	1992
A theory of causal learning in children: causal maps and Bayes nets. A Gopnik, C Glymour, DM Sobel, LE Schulz, T Kushnir, D Danks Psychological review 111 (1), 3, 2004	1702	2004
Early reasoning about desires: evidence from 14-and 18-month-olds. BM Repacholi, A Gopnik Developmental psychology 33 (1), 12, 1997	1637	1997
How we know our minds: The illusion of first-person knowledge of intentionality A Gopnik Behavioral and Brain sciences 16 (01), 90-100, 1993	1611	1993
10 the theory theory A Gopnik, HM Wellman Mapping the mind: Domain specificity in cognition and culture, 257, 1994	1561	1994
The scientist in the crib: Minds, brains, and how children learn. A Gopnik, AN Meltzoff, PK Kuhl William Morrow & Co, 1999	1374	1999
The scientist in the crib: Minds, brains, and how children learn. A Gopnik, AN Meltzoff, PK Kuhl William Morrow & Co, 1999	1374	1999
The role of imitation in understanding persons and developing a theory of mind. AN Meltzoff Understanding other minds: perspectives from autism., 335-366, 1993	1210	1993
The philosophical baby: What children's minds tell us about truth, love & the meaning of life A Gopnik Random House, 2009	1170	2009
Reconstructing constructivism: causal models, Bayesian learning mechanisms, and the theory theory. A Gopnik, HM Wellman Psychological bulletin 138 (6), 1085, 2012	986	2012
The scientist in the crib: What early learning tells us about the mind A Gopnik, AN Meltzoff, PK Kuhl (No Title), 2001	784	2001
Causal learning mechanisms in very young children: two-, three-, and four-year-olds infer causal relations from patterns of variation and covariation. A Gopnik, DM Sobel, LE Schulz, C Glymour Developmental psychology 37 (5), 620, 2001	755	2001
Theoretical explanations of children's understanding of the mind JW Astington, A Gopnik British journal of developmental psychology 9 (1), 7-31, 1991	741	1991
Scientific thinking in young children: Theoretical advances, empirical research, and policy implications A Gopnik Science 337 (6102), 1623-1627, 2012	731	2012
Knowing how you know: Young children's ability to identify and remember the sources of their beliefs A Gopnik, P Graf Child development, 1366-1371, 1988	711	1988
Early acquisition of verbs in Korean: A cross-linguistic study S Choi, A Gopnik Journal of child language 22 (3), 497-529, 1995	680	1995
Young children's understanding of changes in their mental states A Gopnik, V Slaughter Child development 62 (1), 98-110, 1991	627	1991
The development of categorization in the second year and its relation to other cognitive and linguistic developments A Gopnik, A Meltzoff Child development, 1523-1531, 1987	573	1987

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