000 03146cam a22004215a 4500
001 13685680
003 AUA.1
005 20151027095330.0
008 040812s2005 iau 000 0 eng d
010 _a 2004301221
020 _a0072953284
035 _a(OCoLC)ocm55642242
040 _aMLX
_cMLX
_dDLC
042 _alccopycat
050 _aBF 309
_b.T35 2005
245 0 0 _aTaking sides :
_pclashing views on controversial issues in cognitive science /
_cselected, edited, and with introductions by Marion Mason.
246 3 0 _aClashing views on controversial issues in cognitive science
246 3 0 _aControversial issues in cognitive science
246 3 0 _aCognitive science
250 _a1st ed.
260 _aDubuque, Iowa :
_bMcGraw-Hill/Dushkin,
_cc2005.
300 _axxvi, 435 p. ;
_c24 cm.
490 _aTaking sides
_x15487555
504 _aIncludes bibliographical references and index.
505 _aPart 1. Mind and brain. Are mind and brain the same? ; Do children develop theories about other people's minds? ; Is mindfulness a cognitive style? -- part 2. Concepts. Are we overestimating infants' math ability? ; Can infants develop abstract concepts? ; Is sensory information the strongest part of a stored concept? -- part 3. Memory. Is novice memory based on associations? ; Is imagination inflation imaginary? Is adult memory for childhood abuse unreliable? -- part 4. Language. Is context stronger than frequency? Is stuttering isolated from lexical retrieval? Can computer models explain language disorders? -- part 5. Intelligence. Is emotional intelligence really a form of intelligence? Is the birth order effect on intelligence real? -- part 6. Reasoning and intuition. Can a neural network model account for moral development? Do we use reasoning to make moral decisions? ; Is intuition a valid way of knowing? ; Should school teach for wisdom?
650 0 _aCognitive science.
_91960
700 1 _aMason, Marion.
_91961
856 4 2 _3Publisher description
_uhttp://www.loc.gov/catdir/description/mh051/2004301221.html
856 4 1 _3Table of contents
_uhttp://www.loc.gov/catdir/toc/mh051/2004301221.html
906 _a0
_bibc
_ccopycat
_d2
_encip
_f20
_gy-gencatlg
942 _2lcc
_cBOOK
_hBF 309
_i.T35 2005
999 _c562
_d562