Annual Meeting of the Jean Piaget Society 1 Jean …DRAFT Program of the 32nd Annual Meeting of the...

DRAFT Program of the 32nd Annual Meeting of the Jean Piaget Society 1

Jean Piaget SocietySociety for the Study of Knowledge and Development

Program of the 32nd Annual MeetingJune 6-8, 2002, Philadelphia, PA

The Embodied Mind and Consciousness:Developmental PerspectivesProgram OrganizersWillis F. Overton, Temple UniversityUlrich Mueller, Pennsylvania State University

Program ReviewersJeremy Carpendale, Cindy Dell Clark, Brian Cox, Gustavo Faigenbaum, Jeanette Gallagher, Mary Gauvain, SumiGupta, Charles Helwig, Carolyn Hildebrandt, David Kritt, Yasuji Kojima, Maria Lyra, Clary Miltinzki, Lou Moses,David Moshman, Michael Nakkula, Kristin Neff, Gil Noam, Andrea Pantoja, Pete Pufall, David Uttal, VeraVasconcellos

JPS BoardPresident: Elliot Turiel, University of California-Berkeley

Past President: Larry Nucci, University of Illinois at Chicago

Vice-President (Program Planning): Cynthia Lightfoot, Penn State Delaware County

Vice-President (Publicity): Constance Milbrath, University of California-San Francisco

Vice-President (Information Technology): Christopher Lalonde, University of Victoria

Secretary: Eric Amsel, Weber State University

Treasurer: Cecilia Wainryb, University of Utah

Board of Directors

1999-2002: Terrance Brown, Lino de Macedo, Eleanor Duckworth, Melanie Killen, Henry Markovits

2000-2003: Michael Chandler, Rob Jagers, Susan Goldin-Meadow, Ulrich Mueller, Geoffrey Saxe

2001-2004: Nancy Budwig, Colette Daiute, Kurt Fischer, Artin Gonçu, Judith Smetana

Student members: ???

Series Editor (ex officio): Ellin Scholnick, University of Maryland

Production Editor, GE (ex officio): Theo Linda Dawson, University of California, Berkeley

Honorary members: Barbara Z. Presseisen, Willis F. Overton

Past Presidents: Lois Macomber, Barbara Presseisen, Marilyn Appel, John Mickelson, Frank B. Murray, IrvingSigel, Willis F. Overton, Ellin K. Scholnick, Lynn S. Liben, George Forman, Robert Wozniak, Peter B. Pufall, KurtW. Fischer, Jack Meacham, Terrance Brown, Michael Chandler

www.piaget.org


Contents

Conference Program

Program Overview ..........................................................................

Thursday, June 6, A.M. ..................................................................

Thursday, June 6, P.M. ..................................................................

Friday, June 7, A.M.........................................................................

Friday, June 7, P.M.........................................................................

Friday, June 7, A.M.........................................................................

Friday, June 7, P.M.........................................................................

List of Presenters............................................................................

FLOORPLAN


Program Overview: Thursday, June 6THURSDAY Liberty A Liberty B Liberty C Indep. A Indep. B Declaration Constitution

9:00-4:30 Registration (all day – Foyer)

9:00-9:15 Opening Remarks

9:15-10:30 PL01

10:30-10:45 Break Break

10:45-12:00 PL02

12:00-1:30 Lunch Lunch

1:30-2:45 PL03


3:00-4:30 PP01 PP02 SY01

BookDisplay

BOD SY02

4:30-7:00 Dinner

7:00-8:30 DS01

8:30 Reception

8:00-4:30 Foyer Registration (all day)

9:00-4:30 Indep A Book Display

9:00-9:15 Liberty C OR President's Opening Remarks - Elliot Turiel

Orienting Remarks from Meeting Organizers - Willis Overton, UlrichMueller

9:15-10:30 Liberty C PL01 Plenary Session 1: From brain dynamics to consciousness: How matterbecomes imagination - Gerald M. Edelman

10:30-10:45 Break

10:45-12:15 Liberty C PL02 Plenary Session 2: Rethinking Emotion - Antonio Damasio

12:15-1:30 Lunch

1:30-2:45 Liberty C PL03 Plenary Session 3: The Embodiment of Self - Oliver Sacks

2:45-3:00 Break

3:00-4:30 Liberty A PP01 Paper Session 1: Developing tolerance

Liberty B PP02 Paper Session 2: Narratives, symbols, and embodiment

Liberty C SY01 Symposium Session 1: Embodying Models of Human Development:Bodily, Contextual and Experiential Mediators of Meaning

Declaration BOD1 Board of Directors Meeting

Constitution SY02 Symposium Session 2: The socialization of embodied action: Negotiatingspace, learning, and morality in child and adolescent discourse

4:30-7:00 Dinner

7:00-8:30 Liberty C DS01 Discussion Session 1: Embodiment from a biological and philosophicalperspective: A discussion featuring Gerald M. Edelman, AntonioDamasio, Oliver Sacks & Mark L. Johnson. Moderated by ThomasDalton.

8:30- Foyer President’s Reception


Program Overview: Friday, June 7FRIDAY Liberty A Liberty B Liberty C Indep. A Indep. B Declaration Constitution

9:00-12:00 Registration (morning only – Foyer)

9:00-10:30 SY03 SY04 IS01 PP03 PP04


10:45-12:00 PL04

12:00-1:30 Lunch (Member’s Meeting – Liberty C)

Posterviewing

Lunch

1:30-3:00 SY05 SY06 IS02Poster

Session 1 PP05 PP06


3:15-4:45 PP07 SY07 DS02 PP08 PP09

4:45-5:00 Break

Bookdisplay

Posterviewing

Break

5:00-6:15 PL05

9:00-12:00 Foyer Registration (morning only)

9:00-4:30 Indep. A Book Display

Indep. B Poster viewing (authors will be present 1:30-3:00)

9:00-10:30 Liberty A SY03 Symposium Session 3: Children's mathematical and scientific education.Some constructivist views

Liberty B SY04 Symposium Session 4: Studying attachment from a stage perspective

Liberty C IS01 Invited Symposium 1: Locating the body: Feminist perspectives onembodiment and development. - Patricia H. Miller, Ellin K. Scholnick,Jeanne Marecek, Nita McKinley

Declaration PP03 Paper Session 3: Clinical issues

Constitution PP04 Paper Session 4: Communication and representation

10:30-10:45 Break

10:45-12:00 Liberty C PL04 Plenary Session 4: Reason incarnate - Mark L. Johnson

12:00-1:30 Lunch MMTG Members Meeting 12:00-12:30 (all JPS members are encouraged toattend)

1:30-3:00 Liberty A SY05 Symposium Session 5: Experience and the Developing Brain: What doWe Know? Where Do We go from Here?

Liberty B SY06 Symposium Session 6: Constraints on the development of logicalreasoning

Liberty C IS02 Invited Symposium 2: Embodied identity and consciousness: Focus onBlack Experience - William Cross, Jr., Margaret Beale Spencer,Rosemarie Roberts

Indep. B PS01 Poster Session 1: Posters will be available for viewing all day

Declaration PP05 Paper Session 5: Classroom environments

Constitution PP06 Paper Session 6: Methodological issues

3:00-3:15 Break

3:15-4:45 Liberty A PP07 Paper Session 7: Adolescent development in cultural contexts

Liberty B SY07 Symposium Session 7: Activity Theory and the Embodied Mind

Liberty C DS02 Discussion Session 2: Embodiment from a cultural and psychologicalperspective: A discussion focusing on Piaget's Origins of Intelligencefeaturing Thomas J. Csordas, Lynn S. Liben, and Esther Thelen.

Declaration PP08 Paper Session 8: Cognitive development and pedagogy

Constitution PP09 Paper Session 9: Integrating theories of cognition and reasoning

4:45-5:00 Break

5:00-6:15 Liberty C PL05 Plenary Session 5: Representational Development and the EmbodiedMind’s Eye - Lynn S. Liben


Program Overview: Saturday, June 8SATURDAY Liberty A Liberty B Liberty C Indep. A Indep. B Declaration Constitution9:00-12:00 Registration (morning only – Foyer)

9:00-10:30 SY08 SY09 SY10 PP10 PP11


10:45-12:00 PL06

12:00-1:30 Lunch

Posterviewing

BOD2

1:30-3:00 SY11 SY12 IS03Poster

Session 2 PP12 PP13


3:15-4:45 SY13 PP14 IS04 PP15 PP16

4:45-5:00 Break

Bookdisplay

Posterviewing

Break

5:00-6:15 PL07

9:00-12:00 Foyer Registration (morning only)

9:00-4:30 Indep. A Book Display


9:00-10:30 Liberty A SY08 Symposium Session 8: The One Miracle View of Theory of Mind: TheDevil is in the Details

Liberty B SY09 Symposium Session 9: Hands on learning: An examination of howdifferent embodied representations influence concept learning

Liberty C SY10 Symposium Session 10: Perspectives on embodied consciousnessacross the life span

Declaration PP10 Paper Session 10: Issues for education and educators

Constitution PP11 Paper Session 11: Metatheory and metaconsciousness

10:30-10:45 Break

10:45-12:00 Liberty C PL06 Plenary Session 6: Embodiment and the Sacred - Thomas J. Csordas

12:00-1:30 Lunch

12:00-1:30 Declaration BOD2 Board of Directors Meeting

1:30-3:00 Liberty A SY11 Symposium Session 11: Cognitive and Biological Factors in SocialReasoning

Liberty B SY12 Symposium Session 12: The role of representation in children'smathematics

Liberty C IS03 Invited Symposium 3: Embodiment of Meaning - Irving Sigel, Uri Shafrir.(preceded by presentation of JPS Life-Time Achievement Awards toHarry Beilin and Irving Sigel)

Indep. B PS02 Poster Session 2: Posters will be available for viewing all day

Declaration PP12 Paper Session 12: Embodied mind in Piagetian perspective

Constitution PP13 Paper Session 13: Biobehavioral systems theory

3:00-3:15 Break

3:15-4:45 Liberty A SY13 Symposium Session 13: Epistemology in Action: Naturalism, Infancy,and Robotics

Liberty B PP14 Paper Session 14: Theory of mind

Liberty C IS04 Invited Symposium 4: Perspectives on the early development ofconsciousness - Philip D. Zelazo, Michael Lewis, John Barresi, ChrisMoore

Declaration PP15 Paper Session 15: Math and science education

Constitution PP16 Paper Session 16: Embodiment, creativity, and phenomenology

4:45-5:00 Break

5:00-6:15 Liberty C PL07 Plenary Session 7: Developmental Origins of the Embodied Mind -Esther Thelen


Thursday, June 6, A.M.8:00-4:30 Foyer Registration (all day)

9:00-4:30 Indep A Book Display

9:00-9:15 Liberty C OR President's Opening Remarks - Elliot Turiel

Orienting Remarks from Meeting Organizers - Willis Overton, UlrichMueller

9:15-10:30 Liberty C PL01 Plenary Session 1

From brain dynamics to consciousness: How matter becomesimagination.

Gerald M. Edelman, The Neurosciences Institute

Most approaches to understanding consciousness are generallyconcerned with the contributions of specific brain areas or groups ofneurons. By contrast, in this talk, I consider what kinds of neuralprocesses can account for key properties of conscious experienceincluding its unity and its diversity.

To understand how these processes of brain dynamics give rise toconsciousness requires a global brain theory. I shall therefore review aselectional theory called Neural Darwinism that rejects strict computermodels of the brain and mind. This theory considers brain complexity tobe integrated by a process called reentry. Applying measures of neuralintegration and complexity, together with an analysis of extensiveneurological data, leads to a testable proposal—the dynamic corehypothesis—about the properties of neural substrate of consciousness.This hypothesis is built on cortical mechanisms involving reentrantsignaling. Supporting evidence from MEG studies of human subjects willbe presented and possible implications for developmental psychologywill be considered.

10:30-10:45 Break


Rethinking Emotion

Antonio Damasio, University of Iowa

After receiving remarkable attention from scientists during the 19thcentury, emotion was relatively neglected throughout this century,especially within the field of neuroscience. Recently, however,neuroscientists have begun again to advance the understanding of theneural mechanisms behind emotion.

Rather than being elusive, emotion is as much amenable to scientificstudy as any other aspect of behavior. Moreover, emotion is not a luxury:it is an expression of basic mechanisms of life regulation developed inevolution, and is indispensable for survival. It plays a critical role invirtually all aspects of learning, reasoning, and creativity. Somewhatsurprisingly, it may play a role in the construction of consciousness.

In my talk I will review a theoretical framework which places emotion andthe phenomenon that follows emotion, feeling, in an evolutionaryperspective, and discuss their biological roles in homeostasis. I will alsoreview current evidence on neural systems involved in emotion andfeeling based on lesion method and functional neuroimaging data.

Thursday, June 6, P.M.12:15-1:30 Lunch


The Embodiment of Self

Oliver Sacks, Albert Einstein College of Medicine


Oliver Sacks has written extensively on embodiment and the ways inwhich the whole person adapts to different neurological conditions. Hispresentation will continue an exploration of this theme.

2:45-3:00 Break

3:00-4:30 Liberty A PP01 Paper Session 1

Developing tolerance

Profiles of reflective racial tolerance and their relationship withjustifications

Rivka Witenberg, The University of Melbourne

Understanding the development of tolerance has never been moreimportant. This paper will address two issues. The developmental natureof racial tolerance and the kind of justifications used to support tolerance.The method used in this project offers an advantage in exploringdevelopment through the use of cluster analysis which allows to identifycommon response profiles. Six distinct profiles emerged which indicatedsalient contrasts between the youngest and oldest students. On thebasis of ten different kinds of justifications, scaling techniques identifiedtwo dimensions. The horizontal axis representing a fairness - diversitydimension. The vertical axis representing an empathy - reasonablenessdimension.

Adolescents' conceptions of homosexuality and gender conventions inrelation to their moral evaluations of the treatment of gay, lesbian andtransgendered peers.

Stacey S. Horn, University of Illinois at ChicagoLarry Nucci, University of Illinois at ChicagoJessica Rosenwein, University of Illinois at ChicagoMary Kachiroubas, University of Illinois at Chicago

This study investigated the influence that adolescents' conceptions ofand attitudes toward homosexuality and gender conventions had on theirreasoning regarding the treatment of their GLBT (gay, lesbian, bisexualand transgender) peers. Tenth- and twelfth-grade students (N = 300)were given a self-report questionnaire assessing their attitudes abouthomosexuality and gender atypical peers, experiences with GLBTindividuals, and their reasoning regarding the treatment of others.Preliminary analyses revealed relationships between adolescents' beliefsregarding the origins of sexual orientation, familiarity with GLBTindividuals, and tolerance for GLBT individuals, as well as theirreasoning regarding the treatment of others. Further, analyses revealedadolescents' reasoning was influenced by both sexual orientation andgender identity.

Children’s representations of economic inequality

Antonio Roazzi, Universidade Federal de Pernambuco

An investigation was conducted with a sample of 85 subjects fromdifferent social economical statuses (SES): 30 adolescents from highSES families and 55 from low SES families (30 living with their parentsand 25 living in the streets). The aim was to explore how therepresentation of economic inequalities develops and how that level ofrepresentation interacts with the social environment in which the childlives. What are the representations that adolescents hold of the differentprofessional occupations practiced by several groups of people in oursociety, and how are such representations affected by their own family orindividual income? Analysis of the resulting data pointed to the existenceof a relationship between belonging to a certain social-cultural group andthe cognitive aspects of how economic inequalities are represented inour society. That is, we considered that the structure of the system of


super-individual activities in which the child is located plays a crucial rolein the development of specific forms of social inequality representation.

Moral suggestibility in two cultures: Implications for social influenceprocesses, moral development and culture

Herbert D. Saltzstein, City University of New YorkMaria daG Dias, Federal University of Pernambuco, Recife, BrazilAntonio Roazzi, Federal University of Pernambuco

Children's suggestibility was studied during interviews about moraldilemmas, where the choice was between promise-keeping and truth-telling. Past results show: (a) younger children are more suggestible; (b)an initial choice of promise is more easily influenced than initial choice oftruth; (c) U.S. children are more suggestible than Brazilian children.Finding (c) was attributed to cultural differences in authority relationshipsbetween teachers and children. This is supported by contrastinginfluence by adult and "teenage" interviewers. In U.S., adult interviewershad greater influence than "teenage" interviewers whereas in Brazil, thereverse tends to be true.

3:00-4:30 Liberty B PP02 Paper Session 2

Narratives, symbols, and embodiment

Using narrative symbols as a vehicle to understand reflective processing

Julia Penn Shaw, Harvard Graduate School of Education

Forty-four undergraduates and forty-four active adults (45 to 78) used tennarrative symbols they found from a children's story to play a gamehighlighting different aspects of their reflective processing. The game,Symbol Sort,, measured by Fischer's skill theory, evaluated thecomplexity (level of skill) and type (e.g., categories, rankings,chronologies, images) of reflective processing. Symbol Sortarrangements of the older group were more complex, to a statisticallysignificant degree, than the younger group's, suggesting that educated,active older subjects reflect in a more complex way than educated, civic-minded younger subjects (p = .013).

The cultural embodiment of mind

Adrian Medina-Liberty, National University of MexicoAndrea Trevino-Gutierrez, Universidad de las Americas

Currently, it would be extremely rare to find someone who still denies theimportance of culture or the role that other people play in cognitivedevelopment. However, the specific way in which culture operates is stilla matter of dissent. We approach mind from the combined perspective ofsociocultural psychology and symbolic anthropology and sustain thatmind is both constituted and realized in the use of symbols. It isconcluded that psychological processes—i.e., perceiving, learning,remembering—cannot be sustained by themselves; they are alwayssymbolically embodied and they are always dependant upon theutilization of cultural resources.

"It makes me a man from the beating I took": Accounts of physicalviolence in the narratives of inner-city boys and girls

Marsha D. Walton, Rhodes CollegeAlice J. Davidson, Rhodes CollegeHeidi S. Kane, Rhodes College

Inner-city 4th-6th graders from neighborhoods that differed in communityviolence wrote personal narratives about interpersonal conflict. The 211stories reporting physical violence were coded for position of the authoras victim, perpetrator, both, or observer. Children in the high-riskneighborhood wrote stories with more, and more severe violence than


did children living with less risk. However, their stories were less likely toinclude explanatory attempts, reports of emotions or thoughts of self orothers, or moral assessments. Gender effects mirrored Neighborhoodeffects, with boys’ stories similar to those of children living with higherrisk. The role of narrative practice in development is discussed in light ofan embodiment theory of mind.

Consulting the Oracle: Do magazines shape Brazilian teen girls' behaviorand values?

Clary Milnitsky, Universidade Federal do Rio Grande do SulCamila Vidal Menegaz, Universidade Federal do Rio Grande do Sul

The "Capricho" (whimsicality) Magazine focuses on behavior/fashion foradolescents' implicitly relating this to sociomoral values. We discuss thepervasiveness of media in creating, validating behaviors/values thataren't intrinsic to adolescents' psychological systems, but invested ondisposable fashionable objects. The content of a decade of themagazine's editorials (1990-2000) and adolescents' interviews wasanalyzed. The categories stemmed: sexuality, drugs, gender and normsmade explicit the magazine's function in replacing more attractivelyeducational orientations including parents. The re-signification of schoolis discussed. Method: Content Analysis (texts / interviews) of twentyadolescents attending two private local schools.

Moderator: Yasuji Kojima, Hokkai-gakuen University

3:00-4:30 Liberty C SY01 Symposium Session 1

Embodying Models of Human Development: Bodily, Contextual andExperiential Mediators of Meaning

Organizers: Michael F. Mascolo, Merrimack College and MonicaCowart, Merrimack College

Discussant: Mark L. Johnson, University of Oregon

Participants in this symposium will explore ways of understanding theembodied character of human thinking and development. Many classicand current models of thinking have depicted thinking as process ofmanipulating symbols and internal codes in ways that seem separateand distinct from the functioning of actual human bodies in theexperienced world. However, thinking, even abstract thinking, proceedsas an embodied course of activity. The structure and content of thinkingin development are realized within the medium of the body-in-action; isembodied by emotion and feeling; is structured by concrete metaphors ofthe nature of self and world, and occurs within physical and socialcontexts that scaffold and direct development. Participants in thissymposium will explore different ways in which (a) models of humanthinking and development can incorporate the concept of embodiment asa foundational principle, as well as (b) ways in which particular sourcesor modes of embodiment structure and spur the development of thought.These analyses will include explorations of the ways in which thedevelopment of thought is shaped by metaphor, emotion, phenomenalexperience, as well as by the support and scaffolding provided by socialand physical context.

Embodied Abstractions: Metaphor as a Mediator of the Development ofConceptions of Self and Other in Psychotherapy

Michael F. Mascolo, Merrimack CollegeMichael Basseches, Suffolk University

Cognition Grows Between Sensorimotor and Emotional "Surfaces" of theDeveloping Brain

Marc D. Lewis, University of Toronto


The Role of Cognitive Scaffolding in Embodied Explanations of Thinking

Monica Cowart, Merrimack College

Movement and Expression in the Development of Social Cognition

Shaun Gallagher, Canisius College


3:00-4:30 Constitution SY02 Symposium Session 2

The socialization of embodied action: Negotiating space, learning, andmorality in child and adolescent discourse

Organizer: Ashley E. Maynard, University of Hawaii

In 1934 Marcel Mauss made the distinction that "in every culture, peopleknow how to use their bodies." That is, every culture has standards forcomportment and ways of moving associated with particular activities. Inthis symposium, we demonstrate the ways that children are socialized forcorrect movement, body position, and gesture in several domains: athome; in learning activities with older siblings; in an elementary schoolclassroom; in an afterschool dance program; and on the playground. Welook at the ways that children represent deixis and space by usinggestures, the way that children negotiate morality and proper bodyposition, and the way they represent and develop further knowledgethrough bodily movement. Each paper addresses some point along thedevelopmental trajectory: from early childhood through adolescence.DeLeon describes longitudinal data of siblings negotiating domesticspace. She describes the way the children use deixis, emotionaldisplays, and discourse to learn to inhabit that space. Maynard focuseson the way that older siblings guide the bodies of younger learners in thecourse of teaching them everyday activities. Maynard’s data show howvery young children are already aware of cultural means of representingknowledge in physical action. Isaac discusses peer socialization of"work" postures in the classroom. She describes the ways that a teacherand peer-groups co-construct and maintain norms of classroombehavior. Schick describes adults’ concomitant shaping of body positionand morality in after-school dance classes. Goodwin describes howmiddle-school girls use embodied accounts to admonish and supportparticular body movements in playground games. Overall, these papersprovide a glimpse into the ways that children develop an embodiedsense of self, activity, and morality.

Body and domestic space in Zinacantec socialization

Lourdes de Leon, CIESAS Sureste, Chiapas, Mexico

Maya Sibling Socialization of Movement in Everyday Learning Tasks

Ashley E. Maynard, University of Hawaii

Socializing the Body to ‘Work’ during Student Workgroup Activities

Adrienne Isaac

“You Cannot Cheat the Footwork”: Taking Steps Toward a Morality ofCooperation and Autonomy in a Middle School Dance Class

Laurie Schick, UCLA

Embodied Language Games

Marjorie H. Goodwin, UCLA

4:30-7:00 Dinner

7:00-8:30 Liberty C DS01 Discussion Session 1


Embodiment from a biological and philosophical perspective: Adiscussion featuring Gerald M. Edelman, Antonio Damasio, Oliver Sacks& Mark L. Johnson. Moderated by Thomas Dalton.

8:30- Foyer President’s Reception


Friday, June 7, A.M.9:00-4:30 Foyer Registration (all day)

Indep. A Book Display


9:00-10:30 Liberty A SY03 Symposium Session 3

Children's mathematical and scientific education. Some constructivistviews

Organizer: Maria Lucia Faria Moro, Universidade Federal do ParanaDiscussant: none

It is relatively recent, but qualitatively significant, the increment ofinvestigation concerning the construction of concepts, relationships,competence or cognitive functions referring directly to the learning ofschool contents, under different interpretations of the constructivistperspective. The symposium aims to bring to discussion some empiricalresults referring to aspects of the elaboration of mathematical andscientific knowledge in school learning. The first paper (Puche-Navarro &Ordonez) focuses on children's inferential functioning in problem solving,according to the mental model framework, which is considered relevantin the recognition of functional levels of scientific understanding in earlychildhood. The second one (Garcia-Mila et al.) analyses the relevant roleof writing and note-taking in the process of strategies acquisition thatoccurs when pre-adolescents work on the whole cycle of scientificreasoning, from the hypothesis generation to the inferences elaboration.The third one (Orozco) investigates the role of morfosyntactic traces ofverbal numerical expressions in the learning of Arabic numerical notationby elementary school children, contributing to the debate aboutnumerical transcription from verbal speaking format to the Arabic writingformat. The fourth (Moro) describes the nature and the progress ofnotations produced by elementary school children in tasks concerningthe initial learning of additive structures on its way to the multiplicativeones. The role of the awareness process of the subject's own actions inthe conceptual construction in mathematical education is highlighted.The evaluation of alternative ways to implement the reported results inschool systems and in teachers training will be emphasized whilediscussing the theoretical contributions of the presented papers.

Inference, understanding and mental models in early childhood

Rebeca Puche-Navarro, Universidad del ValleOscar Ordonez, Universidad del Valle

Writing and scientific reasoning. A microgenetic study to analyse theirmutual interaction

Merce Garcia-Mila, Universitat de BarcelonaNubia E. Rojo, Universitat de BarcelonaChristopher L. Andersen, Ohio State UniversityEduard Marti, Universitat de BarcelonaAna Teberosky, Universitat de BarcelonaRaquel Mayordomo, Universitat de Barcelona

Syntactic errors when learning to write numerals

Mariela Orozco, Universidad del Valle

Notations in Mathematics beginnings: equalizing and dividing quantitieson the multiplication roots

Maria Lucia Faria Moro, Universidade Federal do Parana


9:00-10:30 Liberty B SY04 Symposium Session 4

Studying attachment from a stage perspective

Organizer: Patrice Marie Miller, Harvard Medical School

Attachment theory was proposed by Bowlby and studied by Ainsworthand many colleagues. It partly specifies developmental changes inattachment. Few of the attempts have explicitly integrated changes inattachment behavior, objects of attachment, processes by whichindividuals become attached, relevant caregiving behavior, andimplications for psychopathology using a systematic, lifespan stagetheory of development. The current symposium represents an integrationof the Model of Hierarchical Complexity with Attachment theory. Althoughthese specific papers involve infancy only, they form part of a largertheoretical integration across the lifespan.

What are the Stages of Attachment During Infancy?

Michael Lamport Commons, Harvard Medical School

How are the processes by which infants become attached influenced bystage of development?

Patrice Marie Miller, Harvard Medical School

How do patterns of caregiving vary across developmental stage?

Patrice Marie Miller, Harvard Medical School

Can we improve prediction of psychopathology by taking into accountstage of development at the time of trauma?

Michael Lamport Commons, Harvard Medical School

9:00-10:30 Liberty C IS01 Invited Symposium 1

Locating the body: Feminist perspectives on embodiment anddevelopment.

Organizer: Patricia H. Miller, University of Georgia

Embodiment is thought to be a remedy for the deficiencies of theCartesian framework in which mind is divorced from body, thought fromemotion, and the individual from the social context. Feminists have notedthat the Cartesian framework also divorces masculine abstraction andreductionism from qualities which are stereotyped as feminine-materiality, emotionality, and situational embeddedness. A post-modernview, influenced by Foucault, deepens the concept of embodiment bypostulating that cultural images, beliefs, and practices encode the bodyin a form that reproduces the gendered power structure of the society.Culture constrains how we dress, move, and think about our bodies.Think of the burqua that enshrouds the Afghan woman and limits hercapacity to reach out and touch her environment while muffling her voice.

What are the implications of this view of embodiment for developmentalpsychology? Although the child undergoes dramatic bodily changesduring development, the impact of the individual’s awareness of thesechanges and the individual’s strategies for coping with bodily changehave often been neglected. These changes occur in a cultural context ofimages and expectations about the development of boys and girls intomen and women. Ironically, we have created a disembodied context forpsychological growth despite rapid physical changes that do not gounnoticed in our culture. In this panel, feminist psychologists explore twoquestions: Where is the body in developmental psychology? Whosebody is it? We examine how cultural practices associated with genderinscribe the changing body and the way growing individuals think aboutit.


One obvious point of examination is adolescence when the teenagermust cope with a changing appearance and the emergence ofreproductive capacity. Nita McKinley examines how cultural expectationsof the ideal feminine body color adolescents‚ and college students‚ selfimage, behavior and social relations. Jeanne Marecek analyzes thesocial processes that sexualize the bodies of adolescent and pre-adolescent girls and simultaneously construct sexualized bodies asvulnerable. That sense of vulnerability and danger then regulates girls‚subjectivity and the mother-daughter relationship. The issues ofembodiment also are relevant to early cognitive development becausethe growing mind is housed in a growing body that greatly extends thechild’s capabilities. Parents praise their offspring by noting that theybehave like a big girl (or boy) and children wonder when they are bigenough to do certain things. Patricia Miller and Ellin Scholnick analyzecurrent research on the child’s conception of the body and growth. Theyattempt to recover the body in theories of biological essentialism and inthe concept of gender constancy.

Cognition in the flesh: Feminist perspectives on cognitive development

Patricia H. Miller, University of GeorgiaEllin K. Scholnick, University of Maryland

Safe Conduct: Dangers, pleasures, and adolescent sexuality

Jeanne Marecek, Swarthmore College

Placing women’s body experience in developmental and cultural context

Nita McKinley, Allegheny College

9:00-10:30 Declaration PP03 Paper Session 3

Clinical issues

Metacognition and Learning Disabilities: The Influence and Interrelationsof Affect, Motivation and the Self-System.

Kavita L. Seeratan, University of Toronto

Metacognition is subjected to and regulated by both cognitive andaffective components. Many researchers tend to focus on certain topicsthat capture the cognitive aspects of understanding metacognition. Butunderstanding the affective component (self systems, motivation) and itspotential influence on both cognitive and metacognitive processes aswell as the influence that these processes may in turn have on theaffective system is also important. This paper aims to coordinate therelations between cognition, metacognition and affect by: considering theautonomy and then inter-relational dynamics of the different systems firstgenerally and then in relation to learning disabilities.

Is phonological awareness an instance of consciousness?

Fernando Leal, University of Guadalajara, MexicoJudith Suro, University of Guadalajara, Mexico

Although dyslexia has been connected to a deficit in phonologicalawareness as revealed in reading acquisition, an application of the stagemodel of skill development to reading reveals a curious anomaly in suchan explanation. The first stage of any skill acquisition is acutelyconscious, so any novice reader has to become aware of phonology inorder to learn how to read. Once a reader becomes more proficient, theprocessing of phonological information necessary for reading recedesbeneath consciousness. Since dyslexics never quite achieve fullautomaticity, they do not suffer from a deficit, but from an excess ofphonological awareness.


Implications of the Embodied Mind for Clinical Practice

Glenn E. Good, Wayne State University School of Medicine

At the dawn of the 20th century, neurologist Sigmund Freud introducedthe book The Interpretation of Dreams which provided a methodologyfor listening to primitive “primary process” thinking, contained within adult“secondary process” conscious communications. To conceptualize whathe had discovered, however, Freud had to borrow from what wasavailable to him at the time: turn of the century neurology. In spite ofmajor changes and developments in technique, psychoanalytic theorycontinues to be saddled with the baggage of these outmodedneurological concepts. This paper takes a fresh look at psychoanalysisand psychotherapy from the vantage point of neurology 100 years later.The author proposes theoretical revisions in light of the contributions ofDamasio and Edelman as well as the contributions of Piaget anddiscusses the implications for clinical technique.

Age differences in young children’s reports of temporal information in thecourse of forensic interviews.

Yael Orbach, National Institute of Child Health & HumanDevelopmentMichael E. Lamb, National Institute of Child Health & HumanDevelopmentKathleen J. Sternberg, National Institute of Child Health & HumanDevelopmentPhillip W. Esplin, Private Practice, PhoenixHeather Stewart, Salt Lake County Children’s Justice CenterSusanne Mitchell, Salt Lake County Children’s Justice Center

Moderator: Yasuji Kojima, Hokkai-gakuen University

9:00-10:30 Constitution PP04 Paper Session 4

Communication and representation

Scheme-Scheme and Scheme-Object Relations: A Theory ofConsciousness

Joe Becker, University of Illinois at Chicago

In constructivist theory, the interplay between scheme-object relationsand scheme-scheme relations is central to thought. In activities usingexternal representational media, such as painting and language, there isan interplay between the relations of elements within the medium toexternal referents and the intra-medium relations. This similaritysuggests that consciousness arises from a sense that detects thedistinction between scheme-objects relations and scheme-schemerelations. Our consciousness of existing within an external phenomenalworld is our subjective experience of that detection. This perspectiveprovides a basis for theorizing the role of language in extending ourconsciousness.

When do children gestures to retrieve symbols?

Elena Nicoladis, University of Alberta

The use of symbolic gestures has been shown to help adults recallwords (Frick-Horbury & Guttentag, 1998). Results such as these suggestthat adults have multiple pathways to their symbols. The present studyfocused on when children might develop similar multiple pathways. Eightpreschool children between the ages of 3;6 and 4;11 were videotaped infree-play sessions. The children created longer utterances when theyused iconic gestures than when they used points or no gestures at all.Further qualitative analyses suggest that children's gestures are used ina more adult-like way as they get older.


A constructivist account of the emergence of pointing in infancy.

Dagmar Pescitelli, Simon Fraser University

Infants engage in behaviors before one year of age that suggest someearly social understanding. There is controversy as to whether suchbehaviors demonstrate that infants 'understand' others as intentionalagents at this early age, or whether it is through such behaviors thatinfants come to understand others as intentional agents (Moore &Corkum, 1994; Tomasello, 1999). A longitudinal case study is utilized toillustrate the emergence of gestural communication in infancy. APiagetian account is outlined that casts doubt on the claim that infantsmust first ‘understand’ others as intentional agents before pointing canoccur.

Pictorial and Narrative Representations of Children's School BullyingExperiences

Sandra Bosacki, Brock UniversityZopito Marini, Brock University

This study investigates children's perceptions of school bullying asrepresented by both their narratives and drawings. Eight-two children(Grade 4, n=30, M = 9;7; Grade 5, n=18, M = 10;7; Grade 7, n=34, M =11;9) from a mainly Euro-Canadian, middle SES, Ontario city completedstandardized measures (self-concept, bullying/victimization, gender-roleorientation, vocabulary), and participated in individual interviews thatrequired them to complete ToM tasks and to draw and narrate stories of"someone being bullied." Findings revealed gendered themes of bullyingexperiences. In both modes of representation, girls referred topsychological (cognitive and emotional) bullying whereas boys focusedon social and physical bullying.

Moderator: Andrea Pantoja, California State University, Chico

10:30-10:45 Break


Reason incarnate

Mark L. Johnson, University of Oregon

A central problem for any theory of embodied mind is to explain howabstract conceptualization and reasoning are grounded in structures ofbodily experience. Recent research in the cognitive sciences isbeginning to reveal how patterns of sensorimotor experience shape ourabstract thought via conceptual metaphor. This emerging view of thebodily basis of imaginative thought calls into question fundamentalunderlying assumptions of mainstream philosophy.


Friday, June 7, P.M.12:00-1:30 Lunch

12:00-12:30 Liberty C MMTG Members Meeting (all JPS members are encouraged to attend)


Experience and the Developing Brain: What do We Know? Where DoWe go from Here?

Organizer: Thomas C. Dalton, Cal Poly State UniversityDiscussant: Michael Lewis, Robert Wood Johnson Medical School

Developmental scientists no longer view development, as if it could beneatly partitioned along a continuum in which the earliest events reflectlargely genetic influences and the later events are shaped byenvironment and culture. Instead they see individual growth in terms of areciprocal interaction of neural, behavioral and cultural events that occurthroughout an individual’s lifetime. Together, these interactionscontribute cumulatively over time to small but important changes in thehuman phenotype. There are many non-obvious ways that the earlydevelopment of the brain is shaped by experience that deserve seriousscrutiny. This symposium will put these issues in theoretical andempirical context that highlight promising new directions for research.The first paper examines how brain connections are formed throughexperience-dependent perceptual categorization. A real-world behavingdevice is used to show how exploratory experiences are translated intocortical interactions capable of making choices based on the initialvalues assigned to objects. The second paper will review recentevidence indicating that information presented redundantly and intemporal synchrony across sensory modalities selectively recruitsattention and facilitates perceptual learning in animal and human infants.Implications of the salience of intersensory redundancy for early neural,perceptual and cognitive development will be discussed. The third paperwill examine three aspects of spatial development. It will focus on howspatial coding systems are reweighted in the first year of life, describethe profound transition in spatial coding occurring in the second year oflife, and consider how interactions with the environment may contributeto the developmental changes observed. The discussant will put thesepapers in the context of recent theoretical debates about consciousnessand whether the brain possesses modular, dedicated structures, orsupports neural functional and attention processes that develop andrespond flexibly to the contingencies of early experience.

Machine Psychology: Experience-Dependent Perceptual Categorizationand Learning in a Brain-Based Device

Jeff Krichmar, The Neurosciences Institute

Perceptual development and multisensory responsiveness: The role ofredundancy in early development

Robert Lickliter, Florida International University

What Do You Say After You Say Interactionism? Spatial Development inthe First Two Years.

Nora S. Newcombe, Temple University


Constraints on the development of logical reasoning

Organizer: Sylvain Moutier, CNRSDiscussant: Guy Politzer, Universite de Paris 8

Recent work that has examined developmental patterns in deductivereasoning has clearly indicated that understanding how children reason


involves understanding the constraints imposed by the specificcharacteristics of children’s cognitive architecture. A variety ofmechanisms have been proposed to do this, varying from hypothesesthat at least some forms of reasoning have an evolutionary basis (e.g.Cosmides) to more procedural accounts of reasoning (e.g. Johnson-Laird) that involve limitations in processing capacity. This symposiumpresents a series of empirical studies that examine different hypothesesabout how these kinds of mechanisms can influence the development oflogical reasoning.

Is Deontic Reasoning Special? A Developmental Comparison ofInferences from Causal and Social Permission Conditionals

Paul A. Klaczynski, The Pennsylvania State University

Deductive reasoning and matching-bias inhibition training : Evidencefrom a debiasing paradigm

Sylvain Moutier, CNRS

Are older adolescents less ‘logical’ than younger ones?: The interactionbetween knowledge and reasoning when accepting the premises inconditional reasoning.

Henry Markovits, Universite du Quebec a Montreal

The role of limitations in working memory on the development ofreasoning

Pierre Barrouillet, Universite de Bourgogne


Embodied Identity & Consciousness: Focus on the Black Experience

Organizer: William E. Cross, Jr., CUNY

Recent advances in science have revealed that "race" is useless, as abiological concept; however, race, as a social construct, is alive and well.People of color in general and black people in particular often find itnecessary to develop consciousness about the meaning and socialsignificance of their non-European physicality. In addressing their "blackbodies" African Americans evidence a wide range of mindsets, and thispanel samples that diversity. One paper explores the phenomenon ofskin-bleaching and identity; a second shows the links between embodiedconsciousness, black dance and black identity; and a third summarizesthe varied meaning black youth attach to their blackness. A final paperhighlights the range of adult black identities, from "color-blindness" toBlack Nationalism and Multiculturalism.

Identity as Coping: Adolescents' Racial Identity Challenges andOpportunities

Margaret Beale Spencer, University of Pennsylvania

In a recent longitudinal study of adolescents, body-image, self-reportedskin color, and self-identification (race/ethnicity/nationality) data werecollected as part of a larger effort. The assessment strategy presentedthe opportunity to report race/ethnicity information in both a "forcedcategory" (i.e., similar to traditional census data collection efforts) as wellas open-ended format. Surveys were obtained from low resource urbanAfrican American adolescents. The two conditions, forced-choice versusopen-ended, produced divergent response patterns. Findings are framedby a theoretical orientation that integrates identity and coping processes,with physical and ethnic characteristics such as race, ethnicity and skincolor.


Critical consciousness, black identity, and black dance

Rosemarie Roberts, Graduate Center CUNY

Commitments to critical consciousness objectives have been recognizedin education, the arts, and dance education. This dissertation studyexamines how educators provoke critical consciousness within theterrain of dance. Using African-derived Black dance as the site of study,this inquiry addresses three areas across time, audiences, andencounter settings: 1) Process of educating to provoke criticalconsciousness; 2) Content of critical consciousness; and 3) theories ofaudience provocation. Case studies of three prominent, African-American, explicitly political dancers/choreographers/educators,Katherine Durham, Ronald K. Brown, and Gaulle Will Jo Collar, will beundertaken in order to examine these research questions. A multi-method approach, including interviews, observations and archival datacollection, will be used in order to build the case studies.

Skin bleaching, self-hate and the construction of black identity inJamaica

Christopher Charles, Graduate Center - CUNY

The dominant view concerning Jamaicans who bleach their skins is thatthey suffer from self-hate or low self-esteem. This self-hate it is argued isa result of the psychological scars of slavery that lingers in the post-colonial period. In the color-coded Jamaica where the white concept ofbeauty is the ideal, some people have internalized the negative viewsabout blackness. They therefore strive to be white by bleaching theirskin. The self-hate thesis is tested, by measuring the self-esteem scoresof a sample of bleachers. The self-esteem scores of the bleachers arethen compared to the self-esteem scores of a control group of non-bleachers. The results are then used to explore the issue of black identityin Jamaica.

Nominality, social categorization, and transcendence in black identity

William E. Cross, Jr., CUNY

There is a keen physical dimension to black "racial" identity but recentstudies show that blacks vary in the degree to which physicality anchorstheir reference group orientation. This paper will reflect on identityvariability and identity physicality.

1:30-3:00 Indep. B PS01 Poster Session 1

Note: Posters will be available for viewing all day. Authors will attendfrom 1:30-3:00

1. Korean, Japanese, and U. S. Students' Judgments about Exclusion:Evidence for Diversity

Yoonjung Park, University of Maryland at College Park

2. Baseball or Ballet?: Korean-American Children's and Parents'Evaluations of Choice of Activity for Boys and Girls"

Jennie Lee-Kim, University of Maryland

3. Korean Children's Evaluations of Parental Gender-Specific PlayExpectations

Yunhee Shin, University of Maryland at College Park

4. Children's thinking about opposition, subversion, and compliance inresponse to victimization

Leigh A. Shaw, University of UtahCecilia Wainryb, University of Utah


5. A study based on Piaget in children from 9 to 14 years old aboutpunishment in The Arabian Nights Entertainments tales.

Luana Carramillo Going, Universidade Metodista de Sao PauloLino de Macedo, Universidade Sao Paulo

6. Children's decision-making about features of social relationships

Heidi McGlothlin, University of Maryland, College ParkMelanie Killen, University of Maryland, College ParkChristy Edmonds, University of Maryland, College ParkKatherine Zukowski, University of Maryland, College Park

7. The influence of gender and personal experience on young adults'evaluations and reasoning regarding the treatment of gender non-conventional peers.

Stacey S. Horn, University of Illinois at ChicagoAnna Kurtz, University of Illinois at ChicagoLarry Nucci, University of Illinois at Chicago

8. Language of the preadolescent self: Perceived self-worth and self-understanding

Sandra Leanne Bosacki, Brock University

9. Appropiation Level Evaluation for "Recovery and Signification ofCultural Practices for pre-scholars" Educative Program

Hernán Sanchez Ríos, Universidad del Valle-Cali- ColombiaSolanlly Ochoa Angrino, Universidad del Valle-Cali- Colombia

10. Children's assays on care: A pilot study

Pamela A. Raya-Carlton, University of Missouri-ColumbiaYiting Chang, University of Missouri-ColumbiaThuy Do, University of Missouri-Columbia

11. Colombian children's ideas about peer-conflict resolution and peacemaking strategies: the effects of war and violence on children's moralreasoning.

Alicia Ardila-Rey, University of MarylandCamilo Delgado, Fundacion Universitaria San Martin - BogotaColombia

12. Children's Request Strategies and the Development of SocialUnderstanding

Denise Goldbeck, Simon Fraser UniversityWilliam Turnbull, Simon Fraser University

13. The sub-text of adolescent identity formation: A text analysis ofadolescent interviews

Darcy Hallett, University of British ColumbiaBryan W. Sokol, University of British Columbia

14. Spanish children's and adolescents' judgments about ethnicexclusion: The case of Gypsies and Africans

Ileana Enesco, Universidad Complutense de MadridAlejandra Navarro, Universidad Autonoma de MadridIsabel Paradela, Universidad Complutense de MadridCarolina Callejas, Universidad Complutense de MadridCristina Fernandez, Universidad Complutense de Madrid


15. African-American Children's Emotional Competence in the Context ofSociomoral Events

Marisha L. Humphries, University of ChicagoRobert J. Jagers, Howard University

16. Gender Differences in the Expression of Aggression: The Roles ofLanguage and Aggression Target

Sharice Brown, University of ConnecticutLetitia R. Naigles, University of Connecticut

17. Love as a Persisting Emotion

Sherri C. Widen, Boston CollegeJames A. Russell, Boston College

18. The pathway toward resilience in First Nations adolescents: Thecontribution of social perspective coordination.

Tara Flanagan, McGill UniversityCatherine Zygmuntowicz, McGill UniversityJake Burack, McGill UniversityBeth Randolph, McGill UniversityGrace Iarocci, Simon Fraser UniversityTarek Mandour, Jimmy Sandy Memorial SchoolSandy Robinson, Jimmy Sandy Memorial School

19. Children’s conceptions of the sources of knowledge in social andnon-social domains

Charles C. Helwig, University of TorontoBeverly Brehl, University of Utah

20. Toddlers discuss gender

Ellin K. Scholnick, University of MarylandJodi Jacobson, University of Maryland

21. The embodied imagination in childhood chronic illness

Cindy Dell Clark, Penn State Delaware County

22. Inclusion on the Basis of Gender and Race: A Personal Choice or aMoral Imperative?

Melanie Killen, University of MarylandJennie Lee-Kim, University of MarylandHeidi McGlothlin, University of Maryland

23. How disadvantaged Brazilian adolescents find meaning in school: ARicoeurean analysis

Analia Kiela Ribeiro, Universidade Federal de PernambucoMaria Lyra, Universidade Federal de PernambucoCynthia Lightfoot, Penn State University

24. A study on the relationships among equity, justice and forgivenessreasoning.

Julio Rique, Northern Illinois UniversityMaria Tereza Lins-Dyer, University of Illinois at ChicagoCleonice Camino, Federal University of Paraiba, Brazil

25. Examining students’ reactions to moral dilemmas: What writtenresponses reveal about cognitive conflict

John Tyler Binfet, Loyola Marymount University


26. Reality and Idea - reflection or selection? Two ways in which youngchildren’s perceptual discrimination interacts with conceptual changewhile building water systems

Sharona T. Levy, Tel-Aviv University


Classroom environments

Creating ‘easy’ and ‘difficult’ children: How teachers’ perspectivesinfluence children’s development in school.

Vera Maria Ramos de Vasconcellos, Universidade FederalFluminenseAna Carolina Monerat Fioravanti, Universidade Federal FluminenseSuely de Almeida Batista Dessandre, Universidade FederalFluminenseFl·via Maria Cabral de Almeida, Universidade Federal Fluminense

This research compares teachers’ perspectives, measured by the use ofthe concepts ideal child, autonomy and personal freedom, of a group of21 children at two moments of their school life: 5 to 6 years and 10 to 11years. Nucci’s concept of Morality Development and Piaget’s notion ofMoral Autonomy were used in the analysis. The results show that bothgroups of teachers used the concepts of autonomy and personalfreedom, the first group overrating the children’s autonomy, while thesecond group’s descriptions agreed with the forecast of their academicperformance, suggesting a causal relationship between pre-schoolteachers’ perceptions and children’s development.

The embodied classroom (it ain’t just information)

David W. Kritt, College of Staten Island/CUNYLucien T. Winegar, Susquehanna University

The use of the Internet to enhance teaching and learning is examinedfrom constructivist and co-constructivist perspectives. Intellectual habitsand styles promoted by the Internet are examined. Learning in a virtualenvironment is contrasted with the exploration of physical objects andactive, immediate interaction with others. The importance of socio-emotional aspects of learning assumes a prominent place in this critique.

The impact of teaching styles and beliefs on the integration of apreschool storytelling and story-acting practice: Implications forpromoting children's narrative and pretend play development

Elizabeth Richner, Lehigh UniversityAgeliki Nicolopoulou, Lehigh University

This study compared two preschool classrooms which employed in theircurricula a regular storytelling and story-acting practice, and found thatteachers' differing pedagogical beliefs and classroom styles led tosignificant differences in both the implementation and effects of thispractice. One teacher focused on using storytelling and other activities topromote individual children's intellectual and emotional development.The other teacher conceived and structured classroom activities asarenas for peer interaction and collaboration. Findings indicated thatthere was greater thematic cross-fertilization between, and greatercomplexity of, children's social pretend play and storytelling in thesecond class.

How students and teacher negotiated interpretations of computer-basedvisual representations in a middle-school science curriculum

Marianne Wiser, Clark UniversityTamer G. Amin, Clark University


We seek to integrate two views of science learning -as the constructionof conceptual structures and as participation in scientific practices,- bydeveloping a multifaceted framework for studying physics learning usingcomputer-based conceptual models. In this framework we distinguishtwo aspects of conceptual restructuring: understanding the computer -based models qua models and internalizing these models as thescientist's way to construe the physical world. Using a case study inwhich four eighth-graders learned basic thermal physics by interactingwith each other, ourselves, and computer models, we argue that twodifferent types of interaction between students and teacher (symmetricand asymmetric) support these different kinds of restructuring.

Moderator: Jeremy Carpendale, Simon Fraser University


Methodological issues

Designing educational software to improve visual-spatial ability:implications for theory, measurement, and design.

David A. Stevens, Lexia Learning SystemsMichael W. Connell, Harvard UniversityPaul Schwarz, Lexia Learning SystemsRoy Pardi, Harvard UniversityBeth Pilgrim, Lexia Learning Systems

Many classroom interventions have sought to improve students’ thinkingskills. Yet only a handful has achieved measurable improvements incognitive skill and academic performance relative to control groups.Interestingly, most of these share a common conceptual foundation --Piaget’s theory of the construction of knowledge. Unfortunately, there areconsiderable obstacles that prevent these interventions from becomingwidely replicable. This paper presents the results from a project that isdesigning educational software based on the common principles ofinterventions that have improved general cognitive skills. Specifically,this paper examines the suitability of educational software for promotingvisual-spatial development.

Rasch Analysis and Zimbabwean Validation of the Kent InfantDevelopment Scale

Gwen Bredendieck Fischer, Hiram College

Rasch analyses of the Kent Infant Development Scale (KIDS) normativesample (N=704) tested item and person location stability using 5different-sized non-overlapping samples, randomly selected from the704. Compared with the large sample, person (not item) locations werestable in smaller samples. Item locations approached convergence withthe normative sample at N=200. KIDS and a parent-practicesquestionnaire were administered to a Zimbabwean sample. Raschanalysis (comparing samples from two countries) suggests thatZimbabwean and U.S. infants develop behaviors in different orders andages. Individual person-by-item analyses suggest misfit items areculturally inappropriate.

Why longitudinal research is impossible for cognitive strategies and whatto do instead

Jan Boom, Universiteit Utrecht

The same task cannot be used repeatedly in a longitudinal study ofstrategies. Remedying this problem by sophisticated designs or byRasch scaling is not enough because every assessment is anintervention that may induce changes in strategies within days asmicrogenetic research has shown. My hypothesis is that strategies foundin microgenetic studies for cognitive tasks display a distinct morphology


in their time evolution over days that is basically isomorphic to themorphology found in cross-sectional studies over years. I will discussplans to use recent powerful estimation procedures to fit this model tomultiwave cross-sectional data.

Psychotechnologies: Electric Agents as Embodied Media

Adrian Guzman, University of TorontoVinicius Andrade Pereira, University of Toronto

This paper is related with answering two questions: why are necessaryelements of embodied signs? how are we to proceed in electric mediastudies related to mind? Electric agents more specifically, topologies ofsigns, are appropriate envelopings for embodied media. The necessaryelements of the signs of these agents are then those of embodied mediaas well. A experimental proposal is presented as to how proceed withsuch a study. This proposal includes a interdisciplinary employment of anengineering approach and a semiotics approach. It also proposes theexploration of usability spaces. A general sign for a electrical agent itsoutlined and discussed.

Moderator: Jean-Louis Gariepy, Univ. North Carolina - Chapel Hill

3:00-3:15 Break

3:15-4:45 Liberty A PP07 Paper Session 7

Adolescent development in cultural contexts

Cultural influences on suicide rates among aboriginal youth

Chris Lalonde, University of Victoria

The aboriginal people of Canada suffer the highest suicide rate of anyidentifiable cultural group in world. Previous efforts to explain thisgruesome fact amount to a “deficit view” that focuses all but exclusivelyon socio-economic and psychological variables such as poverty,transience, substance abuse, and depression that are said to beassociated with higher rates of suicide in general and to be somehowmore characteristic of aboriginal persons in particular. Using populationdata, we demonstrate that suicide rates among aboriginal persons arebetter predicted by cultural and political variables that measure theextent to which aboriginal groups have been able to preserve andpromote their own culture and to control their own community life.

The shaping power of environment: An exploration of the structure ofpsychosocial development in urban adolescents.

Sandra L. Fraley, Harvard Graduate School of Education

The constructivist approach to developmental psychology implicitlyacknowledges the shaping role of environment. Still, the power of theenvironment to shape lives may be underplayed unless theoretical andempirical analysis is context specific. This paper integrates thetheoretical work of Robert Selman and Kurt Fischer to explore thestructure of urban adolescents' psychosocial development. What is thevariation in psychosocial development across a sample of urban youth?Does an adolescent cohorts' psychosocial development fluctuate withchanges in the urban environment, such as increases in levels ofviolence? Finally, how might psychosocial development relate to theconstruction of other developmental tasks?

Dialectics of body, gender, and sexuality: A performative model

Libby Balter Blume, University of Detroit Mercy

This theoretical paper interrogates social theories of the body,psychological gender schema theories, and feminist poststructuraltheories. First, I selectively review existing theories on the social


construction of gender. Second, I deconstruct assumptions aboutagency, constructivism, and contextualism in gender research from theperspective of play and practice theories. Third, I propose a theoreticalmodel to reconceptualize the social construction of gender arounddialectical issues rather than sex/gender categories. A dialectics ofgender describes multiple, transitory identifications with the culturaldiscourse--discursive experiences that are lived by parents and childrenas they continually renegotiate body, gender, and sexual identities.

Discussant: Michael Nakkula, Harvard University


Activity Theory and the Embodied Mind

Organizer: Anna Stetsenko, CUNY Graduate Center

The traditional cognitivist notion of the mind as an information processingdevice located "under the skull" and separated from the world has beenrecently criticized from several directions. This challenge continues toexist today in disciplines as diverse as cultural-historical activity theory,feminist theory, post-modern theories, and recent branches of cognitivescience. Central to these approaches is the recognition that the bodyshould be included in the study of the mind.

The goal of this symposium is to present the activity theory (AT) notion ofthe mind as emerging through embodied goal-directed collaborativeactivities embedded in environments constituted by physical andsociocultural objects. By focusing on activity as a molar unit of analysisof human subjectivity, the role of the body in constituting mentalphenomena can be ultimately construed in theoretically coherent andnon-reductionist ways that avoid the pitfalls of traditional views of themind as a disembodied and essentially individual device. Moreover, weargue that AT allows for a synthesis of recent theoretical advances madein several interdisciplinary fields vis-a-vis the idea of embodiment of themind. The first paper addresses the issue of the embodiment of the mindwithin cultural-historical activity theory with an emphasis on human mindas a process that emerges in the interactions between the living beingsand their environment mediated by sociocultural forms of relating to theworld, and that implicates intentional, acting, and embodied agent. Thesecond paper examines the role of the body in relation to a specific typeof human activity, substance abuse, as included in larger systems ofactivity. The third paper focuses on the role of bodies as cultural tools inthe process of self development in children in the socio-physical contextof a school.

The embodied mind in its conceptualization within the cultural-historicalactivity theory.

Anna Stetsenko, CUNY Graduate Center

Body use (and abuse) in the activities of women recovering fromaddiction to drugs.

Eduardo Vianna, CUNY Graduate Center

The role of the child's body in the process of the developing self withinthe context of the socio-physical environment.

Dusana Podlucka, CUNY Graduate Center


3:15-4:45 Liberty C DS02 Discussion Session 2

Embodiment from a cultural and psychological perspective: A discussionfocusing on Piaget's book "The Origins of Intelligence" featuring ThomasJ. Csordas, Lynn S. Liben, and Esther Thelen.


Cognitive development and pedagogy

Understanding of Abstract Definitions: A case of visual-based instructionvs. traditional instruction.

Hamide Dogan, University of Texas at El Paso

Fostering cognitive skill development

David Dean, Columbia UniversityDeanna Kuhn, Columbia University

This project focuses on several component questions underlying the useof methods for scaffolding the development of knowledge acquisitionskills integral to critical and creative thinking through inquiry learningtechniques. Working with inner-city middle school children, this projectinvolved tracking that development and testing various methodologies forstrengthening the use of appropriate and effective cognitive skills forcritical thinking. The outcomes of this investigation should be of use toboth educators and developers of instructional aids as those outcomesprovide support for inquiry learning techniques and indications of howbest to encourage their development.

The embodiment of the x-axis: An impediment to students’ learning ofslope

Mindy Kalchman, Northwestern University

Intersubjective reciprocity as the source of reversible thought.

Gustavo Faigenbaum, University of Buenos Aires

This paper examines the analogy between norms of reciprocity thatregulate exchange among individuals, and norms of reversibility thatorganize logical thought. Piaget first formulated this analogy in his bookon Moral Judgment, and suggested that reciprocity embodied in peerinteraction was central for an account of the genesis of logicalreversibility. He came back to this issue in his Sociological Studies. I willdiscuss empirical and theoretical alternatives (sociocognitive conflictresearch, investigation of children's peer cultures) for exploring theimplications of this analogy.

Moderator: Vera Vasconcellos, Universidade Federal Fluminense


Integrating theories of cognition and reasoning

Analysis of reasoning

Mariam Thalos, University of Utah

Descartes held that reasoning is a universal—that is to say, an all-purpose—instrument, capable of application to every kind of problemthat can be faced. David Hume, by contrast, maintained that the all-purpose machine is impossible, on grounds that there can be no suchthing as a rule for generalization that admits of application in all contextsin which knowledge is sought for the sake of guiding action. I shall arguethere is a way to harmonize these 2 positions, by introducing distinctionsthat enable a finer-grained perspective on this thing called ‘reasoning.’


Developmental Metaphysics: Embodiment and the metaphor roots ofMathematics and Science

Robert Kalechofsky, Salem State College

The view that cognitive processes are embodied as metaphors in ourbrains is the basis for a philosophy of mathematics which seesmathematical ideas as metaphors and cognitive processes in our brains.This opposes the Platonic views of mathematicians who considermathematical ideas as existing in some other realm. In addition, erring isviewed as a potentially creative process forming new metaphors(accommodation). Paradigms substantiating this view that metaphor anderror are at the roots of knowing processes (following the ideas of Piagetand Lakoff) are sketched in the work of Einstein, Cauchy and Aristotle.

A more Darwinian version of constructivism

Joe Becker, University of Illinois at Chicago

The predominant version of constructivist theory of cognitivedevelopment is Lamarckian: the cognitive work directed towards solvinga problem drives cognitive development. This derives from Piaget'semphasis on disequilibration. However, the idea that cognitivedevelopment derives from the attempt to solve a problem or overcomean impasse is challenged by two lines of argument, one empirical andthe other theoretical. The paper presents a Darwinian version ofconstructivist theory that is not open to these challenges. In this version,new scheme-scheme coordinations arise independently of their betterefficacy as instruments for coping with the empirically known world.

Development as recombination

Dimitris Papadopoulos, Free University of Berlin

Development is not a natural fact: it is neither an intrinsic feature ofindividual organisms nor reflects the fundamental mechanics ofpopulation systems. Conceptions of development render aspects of ourreality meaningful, visible, and moreover, amenable to codification andmanagement according to our positions in knowledge-systems andsocial landscapes. Thus, development is social contingent andconstitutes a form of social technology. But even these theories whichreject an objectivist approach to development—such as accounts onembodiment—tend to neglect the overarching consequences of the claimfor sociohistorical contingency. In accordance with this I will describesome possible features of a developmental theory and practice whichunderstands itself as an active force of individual and social change.

4:45-5:00 Break


Representational Development and the Embodied Mind’s Eye

Lynn S. Liben, The Pennsylvania State University

As living animals, in general, we come to know our real world as wemove through and experience it. Our knowing is therefore based not onlyon what is "out there" but also on what is "inside" our skeletal, visceral,and neural bodies. But as human beings, in particular, we also come toknow our real world by creating, using, and sharing representationalartifacts. The concept of embodiment will be used to approach thedevelopmentally central question of how individuals come to understandrepresentations as diverse as maps, photographs, and paintings.


Saturday, June 8, A.M.9:00-4:30 Foyer Registration (all day)

Indep. A Book Display



The One Miracle View of Theory of Mind: The Devil is in the Details

Organizer: Lynn S. Liben, The Pennsylvania State University

The "one miracle view" of theory of mind holds that at about four years ofage, children suddenly achieve a representational theory of mind. Thepresenters in this symposium soundly reject this "off/on" view, arguinginstead that developmental progressions in theory of mind are evidentwell beyond the age at which children first solve the false belief task. Thefirst speaker presents data showing that between 6- and 12-years of agethere is development in children's sensitivity to different types of socialrequests. More generally, an argument is presented that certaincompetencies in social interaction may be conceptualized as theory ofmind in action. The second speaker addresses theory of mind throughstudies of understanding appearance/reality (A/R) distinctions. Aconceptualization of developmentally-ordered classes of A/R tasks isoffered and empirical data on children's (aged 6 and 8) and adults'success on such tasks are described. In addition, children's success onA/R tasks is examined in relation to assessments of the degree to whichparents discuss alternative interpretations of graphics and interpersonalevents. The third speaker addresses the puzzling state of the theory ofmind literature in which it is claimed that children first achieve the insightthat reality is open to multiple interpretations at age 4, or 7, or 11, or 16,or college years, and offers ways to integrate and reconcile alternativeinterpretations of epistemic development. Taken together, thesymposium provides evidence from a variety of theory of mind traditionsto show that developmental miracles occur long after children graduatefrom preschool.

Social Interaction as Theory of Mind in Action

Jeremy Carpendale, Simon Fraser UniversityDenise Goldbeck, Simon Fraser UniversityWilliam Turnbull, Simon Fraser University

Distinguishing Appearance (4-year-old mastery) from Reality (evenadults struggle)

Lynn S. Liben, The Pennsylvania State UniversityLisa E. Szechter, The Pennsylvania State University

Beatify This: Late Arriving Miracles in the Succession of Children'sDeveloping Theories of Mind

Michael Chandler, The University of British Columbia


Hands on learning: An examination of how different embodiedrepresentations influence concept learning

Organizer: Melissa Singer, University of ChicagoDiscussant: Spencer Kelly, Colgate University

This symposium describes four studies that demonstrate howsubjectively experienced action contributes to children’s construction ofconceptual knowledge. Subjectively experienced action, however, cancome in many forms, levels of abstraction or representations. We ask inthis symposium "Which form of embodied cognition contributes toknowledge construction?" The papers in this symposium examine four


forms of embodied cognitions: (1) the most direct, sensory-motor level ofaction, (2) a concrete, yet indirect, representation of action (i.e., gesturalrepresentation), (3) an abstract representation of action (i.e., verbalrepresentation) and (4) an interpersonal representation of action(gestural and verbal representations exchanged during teachinginteractions). In reflecting over the entire symposium, what emerges isthe notion that representations that most resemble basic sensory-motoractivity may be the most influential for construction of abstractknowledge. Implications for mechanisms of cognitive change will bediscussed.

Learning through doing: Performing and understanding goal-directedaction in infancy

Jessica Sommerville, University of ChicagoAmanda Woodward, University of Chicago

Making children gesture: What role does it play in thinking?

Sara Broaders, University of ChicagoSusan Goldin-Meadow, University of Chicago

Levels of Embodiment and learning: "Do as I do not what I say"

R. Breckinridge Church, Northeastern Illinois UniversitySaba Ayman-Nolley, Northeastern Illinois UniversityElizabeth Gordon, Northeastern Illinois University

Gesture as Embodied Cognition: Looking at one-on-one math tutorials

Melissa Singer, University of ChicagoSusan Goldin-Meadow, University of Chicago

9:00-10:30 Liberty C SY10 Symposium Session 10

Perspectives on embodied consciousness across the life span

Organizer: Andrea Pantoja, California State University, ChicoOrganizer: Maria Lyra, Federal University of Pernambuco, BrazilDiscussant: Chris Sinha, University of Southern Denmark, Odense

The increasing appearance of the term 'embodiment' withincontemporary academic discourse has given rise to a multiplicity oftheoretical perspectives on the discussion of the body and psychologicalfunctions. For some, embodied experience is interpreted from a linguisticmodel of meaning, and thus body experiences are conceived of assecondary to verbal praxis. Another perspective on embodiment includescognitive science tradition where the body is regarded as an object, or acontainer, where psychological experience takes place. The focus tendsto be on the consequences of having a particular body structure within agiven environment. A third perspective on embodiment conceives thebody as subject (instead of secondary object), emphasizing thephenomenology of the embodied experience, that is, of interactions andexchanges occurring within the field of bodily existence. Although theseapproaches appear to concur on the primacy of the organism-environment relationship, they differ on their respective views on the roleof the body in this relationship. The four papers that compose thissymposium aim to illustrate various perspectives on embodiment.Rooted on the phenomenological philosophy of Merleau-Ponty, Vedelerdiscusses the bodily origin of intentionality as emerging out of earlysocial interactions. Lyra discusses the concepts of 'immediacy offeelings' and 'mediated sign functioning', proposing a dialogicalmovement that integrates these two aspects of human functioning. Seitzdiscusses how bodily movement is an important component of manycognitive skills (e.g., music improvisation and early metaphoric abilities inchildren), focusing on how dance-instruction might enhance spatial-temporal reasoning abilities in children. Finally, Fogel proposes the


concept of participatory memory as the embodied experience of re-livingthe past, describing conditions under which adults may access embodiedparticipatory memories of infancy.

The bodily origin of intentionality

Dankert Vedeler, Norwegian University of Science and Technology

Immediacy and mediacy of human functioning

Maria C.D.P. de Lyra, Federal University of Pernambuco, Brazil

Dance instruction and spatial-temporal reasoning abilities

Jay A. Seitz, City University of New York

Remembering infancy: Accessing our earliest experiences

Alan Fogel, University of Utah


Issues for education and educators

Learning to understand the world with young mathematicians andscientists eyes on Piaget's constructivism

Judit Kerekes, College of Staten Island/CUNY

The impact of skill theory and microdevelopment in designing sciencecurricula

Marc Schwartz, Harvard Graduate School of Education

This article argues for a new framework for curriculum developmentbased on two relevant models from cognitive psychology. I use skilltheory (Fischer, 1980), a neo-Piagetian model of development, andPerceptual Control Theory (Powers, 1973), a cognitive model forunderstanding behavior, as theoretical underpinnings for this newframework. The two-week science module, shaped by this framework,supported meaningful and significant growth in understanding. Whencompared with two more familiar strategies used in middle schoolscience, I found that both failed to support any significant growth inunderstanding.

Mentoring teachers: The embodied mind in situated professionaldevelopment

Sybillyn Jennings, The Sage CollegesKaren Swan, The University at AlbanyEllen Meier, Columbia UniversityMargaret Cintorino, Rensselaer Polytechnic InstituteLester Rubenfeld, Rensselaer Polytechnic Institute

This paper examines the process ten mentors engaged in as theyworked side-by-side with 175 teachers in 14 schools, with the goal ofhelping teachers integrate learning technologies into instruction. Wedescribe how mentors made sense of the task, how they negotiated theirroles, drawing on varied experiences to recruit teachers' interest in usingtechnology, and adjusting their goals to fit the school culture. We alsodescribe how the teacher-learners participated in the process. Throughthe mentors' and teachers' eyes, we can see clearly the socialfoundations of learning on which the development of cognitive skilldepends.

Discussant: Jeanette McCarthy Gallagher, Lehigh University



Metatheory and metaconsciousness

James and Piaget: Two Varieties of Religious Experience

Michel Ferrari, University of Toronto

For James, personal life is transformed through religious experiences.Thus we can have the ‘Will to Believe’ in a transcendent God. Bycontrast, Piaget considers the notion of a transcendent God a moreprimitive form of thought, both historically and psychologically. Piaget’sviews on religion transmute or shade into issues of moral reasoning fromthe 1930’s onwards, and seems typical of scientists today. But as James(1902) says, it is the deep emotional peace and security of absolutefaith—and its real power to inform personal lives—that remains a "liveissue" for psychological and developmental science.

Genetic epistemology of experimenter’s agency

Gerardo Hernandez, Cinvestav-smtcRicardo Quintero, CinvestavLuis Mauricio Rodriguez, Ciecas-IPN

Rationalists and empiricist have justified quite differently the role ofexperimentation in science, however, in both cases the experimentplayed the simple role of confirming or refuting theoretical ideas. SinceHaking reevaluated the role of experiment in science, severalphilosophers have seen an active experimenter in designing andperforming experiments. In this view, the experiment is not just aquestioning of nature, but an inquiry about what we can do with nature.We present a way by which genetic epistemology throws some light intothe mechanism that leads manipulation in experiments into scientifictheories.

Metaconsciousness: A new look at Metacognition and its Embodiment

Michel Ferrari, University of TorontoGeorges A. Potworowski, University of TorontoFrank Marra, University of TorontoRobin E. Sacks, University of Toronto

Metacognition (knowledge about and control of one’s own cognition) hasbeen discussed for decades, but early explanations were essentiallyinformation processing accounts of monitoring and control. How doesrecent work on consciousness and self-awareness add to ourunderstanding of metacognition and how it is embodied? We suggestthat integrating consciousness and metacognition generates a paradoxbetween levels of consciousness and levels of control that a new modelproposed here can resolve.

Discussant: TBA

10:30-10:45 Break


Embodiment and the Sacred

Thomas J. Csordas, Case Western Reserve University

William James based his famous study of religion on the most acute andextreme spiritual moments of religious geniuses, seeking the essence ofreligious experiences in those “which are most one-sided, exaggerated,and intense.” The reverse strategy of seeking the minimal criterion ofreligious experience, the phenomological kernel that is the origin ofreligious symbol and sentiment, can be just as productive. This kernelmay be the sense of otherness first articulated by phenomenologists ofreligion. Contemporary theorizing on otherness - alterity - helps to clarify


that it is grounded in embodiment. Insofar as this embodied otherness ispart of the structure of being-in-the-world, it makes religion possible and

perhaps even necessary.


Saturday, June 8, P.M.12:00-1:30 Lunch



Cognitive and Biological Factors in Social Reasoning

Organizer: Henry Markovits, Universite du Quebec a MontrealDiscussant: Paul Klaczynski, Pennsylvania State University

The study of reasoning has often been limited to logical or scientificdomains. However, since the work of Cheng & Holyoak, Cosmides andothers, there has been growing attention paid to the kinds of inferencesmade in social domains. This symposium presents research thatexamines both cognitive and evolutionary approaches to socialreasoning. The first presentation looks at children's feelings aboutcontract violation while taking into account the factor of power derivedfrom developmental research (adult vs. peer) and biological relatedness,derived from evolutionary theories. First and fourth graders were askedabout the feelings of guilt (violator) and anger (victim) and their intensity.The second presentation examines competition for use of a single toyamong groups of same-sex peers. Two developmental patterns forregulating competition were detected. The first was an overall tendencytowards greater equality. The second involved increasing differentiationof behavior according to context. The third presentation looks at intuitivepredictions and judgments under uncertainty. The specific hypothesiswas made that systematic judgmental biases appear to be due to anexecutive-inhibition failure in working memory. This hypothesis wastested using an experimental procedure in which 60 adults were trainedto inhibit the classical conjunction bias on a frequency judgment taskderived from Kahneman and Tversky. Results suggest that subjectstraditionally labeled as “irrational” with respect to the classical rules ofinductive reasoning are in fact “inefficient inhibitors”. The finalpresentation examines children's and adolescents judgments aboutsharing behavior as a function of biological relatedness, quality ofrelationship, value of the shared resource and gender. Results areanalyzed in terms of one of the key concepts in evolutionary approachesto behavioral ecology, that of a conditional strategy. Judgments wereconsistent with use of a conditional strategy that included all of the abovefactors across all ages.

Guilt and anger in contract violation: the effect of different relationships

Monika Keller, Max Planck Institute for Human DevelopmentClark Barrett, University of California at Los AngelesMasanori Takezawa, Max Planck Institute for Human DevelopmentSzymon Wichary, Jagellonian University

The development of contextual rules for regulating peer competition forresources

Joyce Benenson, McGill University

Judgment under uncertainty and conjunction-fallacy inhibition training

Sylvain Moutier, CNRS - CEA - UniversitÈs de Caen & Paris 5

The development of mental models of conditional strategies for sharing

Henry Markovits, Universite du Quebec a Montreal


The role of representation in children's mathematics

Organizer: Peter Bryant, Oxford UniversityOrganizer: Terezinha Nunes, Oxford Brookes University


The theme of the symposium is that children's solutions to mathematicalproblems strongly depend on the way that they represent theseproblems. We shall argue that children are more successful inunderstanding and solving mathematical problems if they can representthese problems in ways that are based on familiar schemas of action.The presentations by Bryant and Nunes and by Squire will make theclaim that children's understanding of multiplication is based initially onone-to-many correspondence, while their understanding of division isbased on sharing. Problems that children can represent in ways that fitwith these schemas are quite easy for them to solve. Methods ofinstruction that encourage these representations are effective. Falcaoand Coelho's presentation will demonstrate that that methods of teachingadditive reasoning and aspects of algebra are also crucially affected bythe ways in which known and unknown quantities are represented. Thepresentation by Nunes and Borba will deal with negative numbers, andwill show how children can solve hitherto difficult negative numbersproblems when they understand the need to represent positive andnegative numbers differently. These results and conclusions are relevantto educational issues as well as to the theories about the development ofmathematical understanding.

Ratios and fractions in children's learning of intensive quantities

Peter Bryant, University of OxfordTerezinha Nunes, Oxford Brookes University

Representation, additive structures and algebraic activity among pre-school and second graders in elementary school

Jorge Tarcisio da Rocha Falcao, Universidade Federal dePernambucoAna Coelho Vieira Selva, Universidade Federal de Pernambuco

Children's representation of division problems

Sarah B. Squire, University of Oxford

The effect of systems of signs on children's reasoning about negativenumbers

Terezinha Nunes, Oxford Brookes UniversityRute Borba, Oxford Brookes University


Everyone is invited to the presentation of the Jean Piaget Society Life-Time Achievement Awards to Harry Beilin and Irving Sigel (Willis Overtonpresiding).

Embodiment of Meaning

Organizer: Irving Sigel, Educational Testing Service

The central theme of the presentations by Sigel and Shafrir address twofacets of meaning making that is embodied in the developing individual.The first facet of the discussion by Sigel deals with meaning-making, andits significance for the development of representational competence.Representational competence refers to knowing that instances such aswords, pictures, or mathematical notations can have equivalent meaningin spite of the difference in appearance; in effect, analogous to thePiagetian concept of conservation. The second facet will be apresentation by Shafrir on the meaning equivalence paradigminstantiated in a formal procedure to assess representationalcompetence. The application of this tool to assess representationalcompetence across knowledge domains will be demonstrated.


Embodiment of Meaning: A Developmental Model

Irving Sigel, Educational Testing Service

Meaning Equivalence: A novel assessment methodology for deepcomprehension in any content area

Uri Shafrir, University of Toronto

1:30-3:00 Indep. B PS02 Poster Session 2

Note: Posters will be available for viewing all day. Authors will attendfrom 1:30-3:00

1. Theory of mind: Is training contagious?

Anne-Marie Melot, University Paris 5Angeard Nathalie, University Paris 5

2. Metacognitive activity and reading disability: Domain or task specificskill.

Kavita L. Seeratan, University of Toronto/OISE

3. Schizophrenic Thought Disorder in developmental perspective:Disturbance in generative processes of pre-linguistic meaning?

Mette Vaever, University of CopenhagenJosef Parnas. University of Copenhagen

4. The developmental relations among perspective taking skills,language development, and cognitive flexibility in toddlers

Ulrich Mueller, Pennsylvania State UniversityPhilip D. Zelazo, University of TorontoDouglas Frye, University of PennsylvaniaDana Lieberman, University of Toronto

5. The epistemological meaning of scientific instruments

Luis Mauricio Rodriguez, Ciecas, IPNGerardo Hernandez, Cinvestav, IPNRicardo Quintero, Cinvestav, IPN

6. The concepts of success and failure embodied

Caren Rawlins, The Graduate Center, City University of New York

7. Can young children use their pointing gestures as a private tool forregulating their thought processes?

Begoña Delgado Egido, UNEDEncarnación Sarriá Sánchez, UNEDJuan Carlos Gómez., University of St. Andrews

8. Training Many-to-One Reasoning in Young Children

Catherine Sophian, University of Hawaii at ManoaSamara Madrid, University of Hawaii at Manoa

9. Pretending and Planning in Children with Autism

Lisa Gilotty, Children's National Medical CenterLinda J. Brandt, The George Washington UniversityVirginia S. Hornbeck, The George Washington University

10. Does wisdom increase with age?

Helena Maria d`Orey Marchand, Universidade de Lisboa

11. Why fluctuations? Dynamic systems, emotions and developmentaltransitions

Tom Hollenstein, Ontario Institute for Studies in Education


12. The sophistication of structural knowledge through concept sortingtasks

Hiroshi Maeda, International Christian University

13. Children's miscomprehensions of language used to represent bodyand mind

Jay G Hook, Harvard Law School

14. Embodied number and 'Fu': A diachronic analysis of numberrepresentation in the Oksapmin of Papua New Guinea

Geoffrey B. Saxe, University of California, BerkeleyJody Esmonde, University of California, BerkeleyClifton Mcintosh, University of California, Berkeley

15. Gesture as a window on children's beginning understanding of falsebelief

Stephanie M. Carlson, University of WashingtonCaron Cosser, University of WashingtonMargaret Lemke, University of WashingtonAntoinette Wong, University of Washington

16. Are any nonhuman animals self-conscious?

Mildred Funk, Roosevelt University

17. Relating language and theory of mind: The case of bilingual children

Christopher T. Fennell, University of British ColumbiaJulie Belanger, University of British Columbia

18. Self-Continuity in Personal Projects

Monika Brandstätter, University of VictoriaChristopher E. Lalonde, University of Victoria

19. Inferring a robot’s false belief by young children - A preliminary report

Shoji Itakura, Kyoto UniversityTakayoshi Kotani, Kyoto UniverityHiraku Ishida, Kyoto UniverityTakayuki Kanda, ATR Media Information Science LaboratoryHiroshi Ishiguro, Wakayama University

20. Conceptual Perspective-Taking and its Associations with VisualPerspective-Taking Performance

Alberto G. Sorongon, The George Washington UniversityEugene Abravanel, The George Washington University

21. Developing Social Roles through Pretend Play: A case study of achild with autism

Amelia Rishworth, Clark UniversityPenelope G. Vinden, Clark University

22. Acquiring an understanding of design: Evidence from 'functionalfixedness' problems with novel objects.

Tim P German, University of California, Santa BarbaraMargaret Anne Defeyter, University of Essex

23. The varieties of being post-formal: Proposal of a meta-structure.

Gabriel Bukobza Ophir, Harvard Graduate School of Education

24. The effect of Cognitive-Visuo Training on Autistic Spectrum Children

Tyish Hall, Vision and Conceptual Development CenterMatt Hiller, Vision and Conceptual Development Center


Stacey Kleckner, Vision and Conceptual Development CenterHarry Wachs, Vision and Conceptual Development CenterSwithin David, Vision and Conceptual Development Center

25. Learning to Draw Recognizable Graphic Representations DuringMother-Child Interactions

Gregory S. Braswell, University of California, Santa CruzMaureen Callanan, University of California, Santa Cruz

26. Changes in children's figure drawing following kinesthetic experience

Lynda A. Kapsch, Georgia State UniversityAnn Cale Kruger, Georgia State University

27. Young children’s understanding of temporal expressions: the case ofsimultaneity

Barbara Schmiedtova, Max-Planck-Institute for PsycholinguisticsPetra Gretsch, Max-Planck-Institute for Psycholinguistics

28. Drawing: The effects of media on spatial representation

Frank Gallo, University of Massachusetts at BostonClaire Golomb, University of Massachusetts at BostonAlessandra Barosso, Northeastern University


Embodied mind in Piagetian perspective

The role of movement in perception, memory, mental imagery andintelligence according to Piaget considered as a paradigm for a Piagetiantheory of the embodiment of mind

Jacques Voneche, Archives Jean Piaget

This paper attempts to show how Piaget anticipated present theories ofcognitive processes and how his views have been confirmed by recentdiscoveries in perception, memory, mental imagery and intelligence. Inaddition, the paper offers, on the basis of Piaget’s specific findings andexplanations, a general theory of the body as a mediator between themind and the world and a new approach to the mind-body problem.

Platonic themes in Piaget's "Mission of the Idea"

Mark Schernwetter, Harvard Graduate School of Education

Plato’s ‘Socratic Method’ seeks to acquire universal knowledge byseparating the rational ideas of the mind from the emotions and desiresof the body. I examine how a Platonic orientation is expressed in Piaget’searly prose work, ’The Mission of the Idea’(1915), which was writtenwhen Piaget was only nineteen years old. I consider how the Platonicinterests in Piaget’s artful prose anticipate his move away from theissues he explored as an adolescent. I study how he transforms hisemotionally imbued forms of expression into a scientific clinical methodthat identifies universal structures of thought underlying cognitivecontent.

Piaget's stages revisited (and somewhat revised)

David Henry Feldman, Tufts University

Although much criticized, Piaget's stages formed the backbone of histheory. In this paper, the basic form of the stages is preserved, but someof the most challenging problems have been addressed. Possiblesolutions to problems such as decalage, structures as a whole, thefailure of many to reach formal operations, novelty and how it is possible,and the "immaculate transition" are borrowed from NeoPiagetian,Piagetian, Nonuniversal and Dynamic systems theories. This version of


the stages approaches the vision of an "embodied mind" that Piaget tried(but did not altogether succeed) to express.

Discussant: Gustavo Faigenbaum, University of Buenos Aires


Biobehavioral systems theory

Issues of establishment, consolidation, and reorganization inbiobehavioral adaptation

Jean-Louis Gariepy, University of North Carolina at Chapel Hill

Experiments with mouse lines selectively bred for high and lowaggression are presented to provide empirical evidence thatdevelopment is dynamic and continuous. Instead of identifyingantecedent factors predictive of individual differences at some pre-defined endpoint, these studies captured contemporaneous factors ofmaintenance, consolidation, and reorganization in establishedbiobehavioral patterns. Results have relevance for understanding how, inevolution and development, innovative accommodations arise out ofsystemic organizations that otherwise favor conservation and continuityin biobehavioral adaptation.

Anomalous self-experience in schizophrenia, intermodal integration, andcortical connectivity

Pierre Bovet, University Department of Adult Psychiatry, LausanneJosef Parnas. University of CopenhagenPascal Vianin, Research Center of Psychiatric Neuroscience,LausanneGiorgio Innocenti, Karolinska Institutet

Pre-schizophrenic patients express subtle anomalies of self-experience,which might be indicative of deficient capacities of intermodal integrationduring infancy and childhood. Intermodal integration involves probablysynchronous firing of spatially distributed neuronal assemblies. This"binding by synchrony" depends on precise geometry of cortico-corticalconnections. We suggest that the neurodevelopmentally determinedvulnerability to schizophrenia would be reflected at the anatomical levelby abnormal cortico-cortical connectivity, at the neuropsychological levelby deficient intra- and intermodal integration, and at the clinical level bypremorbid features suggestive of developmental anomalies in multipledomains, including the development of sense of Self.

Systemic Theory and Learning Disabilities: A Reexamination of theConstruct that Created “Disabled” Learners

Betsey Grobecker, Independent Consultant

From a systemic perspective of life, structures of organizing activity (self-regulating, self-amplifying, and self-organizing nonlinear feedback loopsof neural activity) evolve through multiple interacting processes withinand between evolving systems. Structural networks that lack expansionin form are characterized as hierarchical organizations that have a lowdegree of structural plasticity. This decreased degree of internal order (orcomplexity) will not generate the degree of instability in the total systemnecessary to form a higher-order autopoietic system from lower-orderautopoietic systems at the expected time. As a result, learning“differences” are manifested.

Moderator: Clary Milnitsky, Universidade Federal do Rio Grande doSul


3:00-3:15 Break


Epistemology in Action: Naturalism, Infancy, and Robotics

Organizer: Timothy P. Racine, Simon Fraser University

Those who subscribe to a constructivist epistemology assume thatthought originates in action. In this symposium, we argue that: (a) socialinteraction is critical for the development of knowledge; and, (b) anaction-based (constructivist) epistemology can provide a more adequateaccount of the emergence of knowledge forms. We believe that thedependence of development upon activity has far reachingconsequences, which we take to include the avoidance of some of theproblems inherent in a naive empiricism or nativism. In order to anchorthe symposium theme, Kitchener begins by arguing that althoughnaturalistic and normative epistemology have traditionally been seen asincompatible due to the distinction between fact and norm, Piaget'sgenetic epistemology, which is rooted in social interaction, can bridge thedivide between the normative and the naturalistic. In order to critiquecontemporary theories of social understanding, Racine then draws uponWittgenstein to analyze the grammar of intention. In contradistinction tothose who would argue that joint attention requires the development ofan understanding of intentional mental states, Racine argues it isproblematic to assume that such states can exist and uses this to justifyan action-based account of development. Carpendale and Mueller thenevaluate contemporary approaches to pointing in infancy by examiningthe epistemological frameworks from which these accounts begin. Theycritique approaches that are based on an individualist framework andsuggest that a relational framework, drawing on Baldwin, Piaget, andVygotsky, is more fruitful. Finally, Davies and Racine argue thatdisembodied approaches to artificial intelligence suffer as a result of notconsidering the developing agent in their models. Although theycommend embodied behavior-based approaches for emphasizing therole of social interaction in the development of knowledge, they critiqueand reinterpret the use of modular models of social development in suchprogrammes.

Genetic Epistemology: Normative Epistemology vs. NaturalisticEpistemology

Richard F. Kitchener, Colorado State University

Intention, Mental States and Development

Timothy P. Racine, Simon Fraser University

The Point of the Point: The Development of Pointing in Infancy

Jeremy I. M. Carpendale, Simon Fraser UniversityUlrich Mueller, Pennsylvania State University

Coming to Terms with the Application of Developmental Theory toArtificial Intelligence

A. Rhian Davies, Simon Fraser UniversityTimothy P. Racine, Simon Fraser University

3:15-4:45 Liberty B PP14 Paper Session 14

Theory of mind

The metaphorical bases of children's Theories of Mind

Bayta L. Maring, University of OregonMarjorie Taylor, University of Oregon


Some philosophers propose that humans understand all abstractconcepts by mapping them onto concrete objects via metaphor. Thispaper focuses on how theory of mind development might consist of shiftsin conceptual metaphors for the mind. Between the ages of five andseven children begin to understand that beliefs are not passivelyreceived but actively constructed. We proposed that this developmentrepresents a change from using a MIND AS CONTAINER metaphor tousing a MIND AS HOMUNCULUS metaphor. Results from our first studyshow that five-year-olds understand MIND AS CONTAINER metaphorssignificantly better than MIND AS HOMUNCULUS metaphors.

Epistemological recursion: Epistemic development regarding institutionalfacts versus brute facts

Darcy Hallett, University of British ColumbiaMichael J. Chandler, University of British Columbia

Recent research has suggested that epistemological development isactually a recursive process that young persons, typically in the teenageages, apply to matters of 'social' or 'institutional' facts before they makethe same allowance for matters of 'hard' or 'brute' facts, which usually anachievement of the college years. To further investigate these findings, asample of university students and high school students were given asemi-structured interview designed to include both matters of institutionaland brute fact. Results suggest that young persons do treat knowledgeof differing epistemic content in significantly different ways.

Chinese and American children's developing understanding ofknowledge

David Liu, University of MichiganHenry M. Wellman, University of MichiganTwila Tardif, Chinese University of Hong KongKitty Fong Yau Fung, Chinese University of Hong Kong

Knowing about knowing is a universally important cognitive task.Development of an understanding of knowledge may differ for knowing-that and knowing-how and for Chinese and American children. We askedChinese and American children to judge their own and others' states ofknowledge. We found that this understanding's developmentdemonstrates not only the influence of common developmental trends(e.g., understanding knowing-that before knowing-how) but also theimpact of different cultural emphases (e.g., conceptions of one's ownverses others' procedural knowledge in Chinese and American children).

What happens in your head when you think?: Theory of the mind.

Jose de Vincenzo, National Louis UniversityMarilei D. Leme, Universidade de Santo AmaroIsabela Sousa, Osvaldo Cruz FoundationJudith Lanni-Ruggeri, National Louis University

A sample of 283 children from Brazil and the United States, ranging inage from 7 to 12 years, responded graphically and verbally to thequestion "What happens in your head when you think?" Analysis of thedata suggests gender, developmental, and cultural differences. A sampleof their productions will be included in the presentation.

Moderator: Analia Ribeiro, Federal University of Pernambuco


Perspectives on the early development of consciousness.

Organizer: Philip D. Zelazo, University of Toronto

This symposium brings together researchers who are addressing thedevelopment of consciousness in various ways and in various contexts,


and asks them to do 3 things: (1) provide a working definition ofconsciousness (or working definitions); (2) discuss how (and why) theymake inferences about consciousness on the basis of behavioral data;and (3) compare their perspectives to those of the other participants.

The developing self and development.

Michael Lewis, Robert Wood Johnson Medical School

The development of the self—a mental construct—occurs around themiddle of the second year of life and serves to organize the child'scognitive, social, and emotional life. By using this mental constructconsciousness or the knowledge of one's existence—the integration ofmost domains of knowledge is possible.

Levels of consciousness in childhood

Philip D. Zelazo, University of Toronto

In this talk, I will review the main points of the Levels of Consciousnessmodel (e.g., Zelazo, 1999; Zelazo & Zelazo, 1998). These include: (1) acharacterization of the key features of neonatal consciousness, (2) thesuggestion that by assuming a particular characterization of neonatalconsciousness and combining it with the functional process of recursion,one can trace the development of consciousness through several levels,and (3) a discussion of how these levels explain age-related abulicdissociations between "knowing" and "doing," as well as otherdevelopmental phenomena. Indeed, it is argued that we must introducethe notion of multiple levels of consciousness to explain these importantphenomena. Failure to take a developmental approach has led toreliance on unitary (non-conscious vs. conscious), or at most binary(non-conscious vs. [conscious vs. self-conscious]), notions ofconsciousness.

Consciousness and Intentional Relations: A Developmental Perspective

John Barresi, Dalhousie UniversityChris Moore, Dalhousie University

Infants have consciousness in the primary sense of intentionalawareness of objects. But they do not have consciousness in thesecondary sense of being reflectively aware of their own consciousness.We present a three-stage account of the development of reflectiveconsciousness: Toward the end of the first year, infants becomereflectively aware of shared intentional activity with others, and by theend of the second year, distinguish their own intentional activities, fromthose of others. But, it is not until the end of the third year, that toddlersbecome aware of conscious mental states as such, thus becomingreflectively self-conscious.


Math and science education

An instrumental approach to mathematical concepts learning: A casestudy on geometry

Alex Sandro Gomes, Centro de Informitica, UFPE

Our aim is to achieve the mathematical knowledge construction thatemerges to individual activities with artifacts. The concept of instrument -defined by Mounoud and extended by Rabardel seems not to beadequate. We redefined instrument, substituting the original scheme withone defined by Vergnaud, including an knowledge elements to themodel. We proposed geometric problems to be solved with rule andcompass and with CABRI GÈomËtre software. We observed 10 pupils,from 11 to 13 years old. As results, different artifacts promoted different


subsets of mathematical knowledge. Materials define different learningpossibilities.

Learning to see mathematics: The role of visual representations innegotiating mathematical meanings in first grade.

Lucia M. Flevares, University of Illinois at Urbana-ChampaignMichelle Perry, University of Illinois at Urbana-Champaign

Learning mathematics in school entails the acquisition of mathematicalforms of representation and communication. In the present study weobserved first-grade lessons and focused on the negotiations ofmathematical meanings through visual and verbal means. Thenegotiations occurred through discussions of students’ errors,disagreements, confusion, and corrections of mathematicalrepresentations. Teachers and students used a variety ofrepresentational forms to express mathematical meanings, and their useof these forms increased following the occurrence of a student’s error,confusion, disagreement or correction. Teachers’ actions often drewattention to specific features of a visual representation to supportstudents’ representational understanding.

Functional relationships between conceptual and procedural knowledge:The role of knowledge characteristics

Hsin-mei Liao, University of Illinois at Urbana-Champaign

This research investigated the role of knowledge characteristics indetermining the functional relationship between conceptual andprocedural knowledge. 35 and 36 children between age 2.5 and 3.5participated in the first and the second study, respectively. Each wasinterviewed with tasks that measured conceptual competencies incardinality, addition, and subtraction and computational competence inaddition and subtraction. The results indicate that the functionalrelationship may be different when the scopes of the conceptual andprocedural knowledge change. Furthermore, a prerequisite relation ismore likely when the conceptual and procedural dyads are from twodistant hierarchies of the knowledge structure.

Casting an anchor before floating off—the shift from simple to complexreasoning

Sharona T. Levy, Tel-Aviv University

This study explores children’s learning while gaining practice in buildingoperating water pipe systems. In the talk, the focus will be on theprocesses through which reasoning increases complexity in service of ahigher coherence with system behavior. Kindergarten childrenconstructed four different hierarchically controlled water systems, basedon increasingly complex combinations of three physical relations. It wasfound that learning of complex phenomena progressed through aunification of reasoning by increasing consistency before releasing thisconsistency in order to explore additional dimensions and finallyintegrate the various dimensions into a single framework.

Moderator: Carolyn Hildebrandt, University of Northern Iowa


Embodiment, creativity, and phenomenology

Embodiment as phenomenological concept

Gabriela Rizo, Universidade do Estado do Rio de JaneiroAlexandra Tsallis, Universidade do Estado do Rio de Janeiro

The Merleau-Ponty phenomenology is discussed in psychology,anthropology and other disciplines. In this paper we argue about the


concept of embodiment proposed by Csordas and the articulation withpsychology. This concept is based on the human vision as a being-in-the-world and on the conception of body as a social inscription, bothbeing fruitful dimensions for psychology. The concept of embodiment isintended to serve, in some way, as a device of analysis of the socialphenomena and as creative way out in order to overcome the mind-bodydualism and the priority of the reason.

Music as Embodied Cognition

Jeanne Bamberger, Massachusetts Institute of Technology

Children's earliest invented notations for rhythm initially embody theiractions in continuous scribbles; interrupting these action paths, notationsbecome bounded, structural gestures, then measured, classified,discrete objects. This is taken as a process of selectively interrupting thepassage of actions/events unfolding through time to make distinctions,classify, and name. I argue that insight subsequently occurs whenboundaries of conformant distinctions are made permeable: performingmusicians, for example, embodying composers' "ideas," animatedistinctions held by static symbols, shaping and re-shaping contiguousevents into structural gestures in response to unique context, thusexpressively projecting feeling and meaning.

Creativity and the Biology of Technology: From spider webs and beaverdams to knowledge engineers and computerized Bach.

Iris Stammberger, Tufts University

All forms of creativity are related. From spider webs, beaver dams andant farms to knowledge engineers and computerized Bach, all forms ofcreativity result from the algorithmic process of evolutionary change bywhich biological organisms differ in the way they extend their minds intothe environment creating technology - a prosthesis by which they changetheir ability to act in the world. In this paper, after showing how findings increativity research find unifying theoretical ground in cognitive naturalism- the perspective that the mind is embodied lived experience arising inthe context of evolutionary history -, I argue for an agenda for the studyof creativity as the study of the biology of technology.

Discussant: Peter Pufall, Smith College

4:45-5:00 Break


Developmental Origins of the Embodied Mind

Esther Thelen, Indiana University

An embodied cognition arises from bodily interactions with the world andis continually meshed with them. I take a developmental view andreaffirm Piaget's fundamental message that cognition is built from thesensorimotor activities of infants. But I also suggest that skill is not onlyabstract thinking, but the also the ability to act, and to move rapidly andseamlessly between these two states. I use the argument of continuitybetween levels and time scales to suggest that dynamics is theappropriate language for a nested and coupled mind and body. Studiesof infants and toddlers illustrate how bodily memories are a part of allcognition.


LIST OF PRESENTERSAbravanel......................................... PS02.20

Eugene AbravanelDepartment of PsychologyThe George Washington University2125 G Street, NWWashington, D.C. [email protected]

Almeida................................................. PP05Fl·via Maria Cabral de AlmeidaUniversidade Federal FluminenseRua da Conceição, 101/1022 – CentroNiteroi – RJ – CEP. [email protected]

Amin...................................................... PP05Tamer G. AminClark UniversityTamer AminDepartment of PsychologyClark UniversityWorcester, MA [email protected]

Andersen............................................... SY03Christopher L. AndersenOhio State University947 E. Johnstown Rd. PMB222Gahanna, Ohio [email protected]

Angrino............................................... PS01.9Solanlly Ochoa AngrinoUniversidad del Valle (Sede Melendez)Edificio 317 Cree, oficina 2002Cali-Valle-Colombia-suramÈ[email protected]

Ardila-Rey ........................................ PS01.11Alicia Ardila-Rey3304 Benjamin BuildingDepartment of Human DevelopmentUniversity of MarylandCollege Park, MD [email protected]

Ayman-Nolley........................................ SY09Saba Ayman-NolleyNortheastern Illinois University5500 N. St. Louis AvenueChicago, Illinois [email protected]

Bamberger ............................................ PP16Jeanne BambergerMassachusetts Institute of TechnologyMusic DepartmentBldg. 4-246Massachusetts Institute of TechnologyCambridge, MA [email protected]

Barosso............................................ PS02.28Alessandra BarossoNortheastern University

Barresi.....................................................IS04John BarresiDepartment of PsychologyDalhousie UniversityHalifax, Nova ScotiaCanada B3H [email protected]

Barrett ................................................... SY11Clark BarrettDept of AnthropologyUCLALos Angeles, CA [email protected]

Barrouillet.............................................. SY06Pierre BarrouilletLaboratoire d'Etude des Apprentissages et duDeveloppementCNRS ESA 5022Universite de BourgogneDijon, [email protected]

Basseches ........................................... SY01Michael BassechesDepartment of PsychologySuffolk University41 Temple StreetBoston, MA 02114

Becker.........................................PP04, PP09Joe BeckerCollege of Education (M/C 147)University of Illinois at Chicago1040 W. Harrison St.Chicago, IL [email protected]

Belanger........................................... PS02.17Julie BelangerUniversity of British ColumbiaDept. of Psychology2136 West MallVancouver, BC V6T [email protected]

Benenson.............................................. SY11Joyce BenensonDept of Educational PsychologyMcGill University3700 McTavish St.Montreal, Quebec H3A [email protected]

Binfet................................................ PS01.25John Tyler BinfetLoyola Marymount UniversitySchool of EducationUniversity Hall, Suite 2612One LMU DriveLos Angeles, CA [email protected]


Blume.................................................... PP07Libby Balter BlumeDepartment of PsychologyUniversity of Detroit MercyP.O. Box 19900Detroit, MI [email protected]

Boom..................................................... PP06Jan BoomDepartment of Developmental PsychologyUniversiteit UtrechtHeidelberglaan 23584 CSUtrechtThe [email protected]

Borba .................................................... SY12Rute BorbaDepartment of PsychologyOxford Brookes UniversityGypsy Lane, HeadingtonOxford, OX3 0BP, [email protected]

Bosacki ....................................PP04, PS01.8Sandra Leanne BosackiFaculty of EducationBrock UniversitySt. Catharines, OntarioCanada L2S [email protected]

Bovet..................................................... PP13Pierre BovetDupa18, av. de SevelinCH - 1004 [email protected]

Brandstätter ..................................... PS02.18Monika BrandstätterDept. of PsychologyUniversity of VictoriaPO Box 3050Victoria, BCCanada V8W [email protected]

Brandt ................................................ PS02.9Linda J. BrandtThe George Washington UniversityDepartment of Psychology2125 G Street, NWWashington, DC [email protected]

Braswell ........................................... PS02.25Gregory S. BraswellPsychology Department277 Social Sciences IIUniversity of CaliforniaSanta Cruz, CA [email protected]

Brehl................................................. PS01.19Beverly BrehlPsychology DepartmentUniversity of Utah380 South 1530 EastSalt Lake City, UT [email protected]

Broaders ............................................... SY09Sara BroadersUniversity of Chicago5848 S. University Ave.Chicago, IL [email protected]

Brown............................................... PS01.16Sharice BrownDepartment of Psychology406 Babbidge Road, U-20University of ConnecticutStorrs, CT [email protected]

Bryant.................................................... SY12Peter BryantDepartment of Experimental PsychologyUniversity of OxfordSouth Parks RoadOxford OX1 3UD, [email protected]

Burack.............................................. PS01.18Jake BurackFaculty of EducationDepartment of Educational Psychology & Counselling3700 McTavish StreetMontreal, Quebec H3A [email protected]

Callanan........................................... PS02.25Maureen CallananPsychology Department277 Social Sciences IIUniversity of CaliforniaSanta Cruz, CA [email protected]

Callejas ............................................ PS01.14Carolina CallejasUniversidad Complutense de MadridCampus Somosaguas28223 Madrid, Spain

Camino............................................. PS01.24Cleonice Camino5531 East Lake Dr. # DLisle, IL [email protected]

Carlson............................................. PS02.15Stephanie M. CarlsonDepartment of PsychologyBox 351525University of WashingtonSeattle, WA [email protected]


Carpendale ......................SY08, SY13, PP05Jeremy I. M. CarpendaleSimon Fraser UniversityDepartment of PsychologySimon Fraser UniversityBurnaby, BC Canada V5A [email protected]

Chandler .....................................SY08, PP14Michael ChandlerDepartment of PsychologyThe University of British Columbia24022136 West MallVancouver, BC V6T [email protected]

Chang .............................................. PS01.10Yiting ChangUniversity of Missouri-ColumbiaHuman Development and Family Studies314 Gentry HallColumbia, MO [email protected]

Charles....................................................IS02Christopher Charles11 Lindo AvenueElletson Flats, Kingston 7Jamaica, West [email protected]

Church .................................................. SY09R. Breckinridge ChurchNortheastern Illinois University5500 N. St. Louis AvenueChicago, Illinois [email protected]

Cintorino................................................ PP10Margaret CintorinoRensselaer Polytechnic Institute110 8th StreetTroy, NY [email protected]

Clark................................................. PS01.21Cindy Dell ClarkPenn State Delaware County25 Yearsley Mill Rd.Media PA [email protected]

Commons....................................SY04, SY04Michael Lamport CommonsHarvard Medical School234 Huron AvenueCambridge, MA [email protected]

Connell.................................................. PP06Michael W. ConnellHarvard UniversitySecond FloorLarson HallAppian WayCambridge, MA [email protected]

Cosser.............................................. PS02.15Caron CosserDepartment of PsychologyBox 351525University of WashingtonSeattle, WA [email protected]

Cowart................................................... SY01Monica CowartDepartment of PhilosophyMerrimack CollegeNorth Andover, MA [email protected]

Cross.......................................................IS02William E. Cross, Jr.365 5th Ave., 6th FloorPsychology DepartmentGraduate Center, CUNYNew York, NY [email protected]

Csordas.......................................PL06, DS02Thomas J. CsordasArmington Professor of Anthropology and ReligionCase Western Reserve UniversityCleveland, OH [email protected]

Dalton......................................... DS01, SY05Thomas C. DaltonCal Poly State University, San Luis Obispo, CAOffice of the DeanCollege of Liberal ArtsCal Poly State UniversitySan Luis Obispo, CA [email protected]

Damasio......................................PL02, DS01Antonio DamasioDepartment of NeurologyUniversity of Iowa College of MedicineIowa City, Iowa [email protected]

David................................................ PS02.24Swithin DavidVision and Conceptual Development Center2440 Virginia Avenue, Suite D102Washington, D.C. 20037

Davidson............................................... PP02Alice J. DavidsonRhodes College Department of Psychology2000 N. ParkwayMemphis, TN [email protected]

Davies................................................... SY13A. Rhian DaviesDepartment of Cognitive ScienceSimon Fraser UniversityBurnaby BC Canada V5A [email protected]


Dean ..................................................... PP08David DeanColumbia University, Teachers CollegeDept of Human Development, Box 118525 West 120th StreetNew York, NY [email protected]

Defeyter ........................................... PS02.22Margaret Anne DefeyterDepartment of PsychologyUniversity of EssexWivenhoe ParkColchester CO4 [email protected]

Delgado............................................ PS01.11Camilo DelgadoFundacion Universitaria San MartinFacultad de MedicinaCra 19 #80-72 Santafe de BogotaColombia - South [email protected]

Dessandre............................................. PP05Suely de Almeida Batista DessandreUniversidade Federal FluminenseRua Herotides de Oliveira, 105-ap.801- IcaraíNiteroi – RJ – CEP. 24 [email protected]

Dias....................................................... PP01Maria daG DiasMestrado em PsicologiaCFCH, 8th andar Cidade UniversitariaFederal University of PernambucoRecife, PE, [email protected]

Do .................................................... PS01.10Thuy DoUniversity of Missouri-ColumbiaHuman Development and Family Studies314 Gentry HallColumbia, MO [email protected]

Dogan ................................................... PP08Hamide DoganUniversity of Texas at El PasoMathematical SciencesBell HallEl Paso, TX [email protected]

Edelman......................................PL01, DS01Gerald M. EdelmanDirectorThe Neurosciences Institute10640 John Jay Hopkins DriveSan Diego, California 92121

Edmonds............................................ PS01.6Christy EdmondsDepartment of Human Development3304 Benjamin BuildingUniversity of MarylandCollege Park, MD [email protected]

Egido.................................................. PS02.7Begoña Delgado EgidoDepartamento de Psicología EvolutivaDespacho 1.71Facultad de Psicología. UNEDCiudad universitaria s/n.28040, Madrid. [email protected]

Enesco............................................. PS01.14Ileana EnescoDepartamento de Psicologia Evolutiva y de laEducacionUniversidad Complutense de MadridCampus Somosaguas28223 Madrid, [email protected]

Esmonde.......................................... PS02.14Jody Esmonde4315 Tolman HallUC BerkeleyBerkeley, CA 94720-1670

Esplin .................................................... PP03Phillip W. EsplinPrivate PracticePhoenix

Faigenbaum................................PP08, PP12Gustavo FaigenbaumDept. of Human Development3304 Benjamin Bldg.College ParkMaryland [email protected]

Falcao ................................................... SY12Jorge Tarcisio da Rocha FalcaoDepartment of Psychology (CFCH)Graduate Program in PsychologyUniversidade Federal de Pernambuco (Brazil)Av. Acad. HÈlio Ramoss/n CFCH 8∫ andar - Cidade Universit·ria - Recife (PE)CEP: 50670-901 [email protected]

Feldman................................................ PP12David Henry FeldmanEliot-Pearson Department of Child Development105 College AvenueMedford, MA [email protected]

Fennell ............................................. PS02.17Christopher T. FennellUniversity of British ColumbiaDept. of Psychology2136 West MallVancouver, B.C. V6T [email protected]

Fernandez........................................ PS01.14Cristina FernandezUniversidad Complutense de MadridCampus Somosaguas28223 Madrid, Spain


Ferrari .........................................PP11, PP11Michel FerrariUniversity of Toronto / OISE252 Bloor Street WestToronto, Ontario M5S [email protected]

Fioravanti .............................................. PP05Ana Carolina Monerat FioravantiUniversidade Federal FluminenseEnd. Rua Joaquim Távora, 2 –ap. 1702Icaraí – Niteroi – RJ – CEP. [email protected]

Fischer .................................................. PP06Gwen Bredendieck FischerPsychology DepartmentHiram CollegeHiram OH [email protected]

Flanagan.......................................... PS01.18Tara FlanaganFaculty of EducationDepartment of Educational Psychology & Counselling3700 McTavish StreetMontreal, Quebec H3A [email protected]

Flevares ................................................ PP15Lucia M. FlevaresUniversity of Illinois at Urbana-ChampaignDepartment of Educational Psychology1310 S. Sixth St., MC-708Champaign, IL [email protected]

Fogel ..................................................... SY10Alan FogelUniversity of UtahDepartment of Psychology390 South 1530 East Rm. 512Salt Lake City, UT [email protected]

Fraley.................................................... PP07Sandra L. FraleyHarvard Graduate School of EducationLarsen Hall, Rm 515, Applian WayCambridge, MA [email protected]

Frye.................................................... PS02.4Douglas FryeGraduate School of EducationUniversity of Pennsylvania3700 Walnut StreetPhiladelphia, PA [email protected]

Fung...................................................... PP14Kitty Fong Yau FungDepartment of PsychologyThe Chinese University of Hong Kong3rd Floor, Sino BuildingShatin, N.T.Hong [email protected]

Funk................................................. PS02.16Mildred Funk2609 LincolnEvanston, Il [email protected]

Gallagher .............................................. PP05Jeanette McCarthy GallagherLehigh University30 Golfview RoadDoylestown, PA [email protected]

Gallagher .............................................. SY01Shaun GallagherCanisius CollegeBuffalo, NY [email protected]

Gallo................................................. PS02.28Frank GalloUniversity of Massachusetts at Boston

Garcia-Mila............................................ SY03Merce Garcia-MilaUniversitat de BarcelonaDepartament de Psicologia Evolutiva i de l'EducacioP. de la Vall d'Hebron, 17108035 Barcelona, [email protected]

Gariepy .......................................PP06, PP13Jean-Louis GariepyPsychology Department, Davie Hall, CB # 3270University of North Carolina at Chapel HillChapel Hill, [email protected]

German............................................ PS02.22Tim P. GermanDepartment of PsychologyUniversity of CaliforniaSanta BarbaraCA [email protected]

Gilotty................................................. PS02.9Lisa GilottyChildren's National Medical Center1852 Columbia Road, NW# 405Washington, DC [email protected]

Gocek.................................................... PP11Elif GocekUniversity of Toronto / OISE252 Bloor Street WestToronto, Ontario M5S [email protected]

Going ................................................. PS01.5Luana Carramillo GoingUniversidade Metodista de Sao PauloRua Jorge TibiriÁa 50/21 Gonzaga – SantosSao Paulo - Brasil - [email protected]


Goldbeck................................PS01.12, SY08Denise GoldbeckSimon Fraser UniversityPsychology Department8888 University DriveBurnaby, B.C.Canada V5A [email protected]

Goldin-Meadow..................................... SY09Susan Goldin-MeadowUniversity of Chicago5848 S. University Ave.Chicago, IL [email protected]

Golomb ............................................ PS02.29Claire GolombUniversity of Massachusetts at BostonDepartment of PsychologyUniversity of Massachusetts100 Morrissey Blvd.Boston, MA [email protected]

Gomes .................................................. PP15Alex Sandro GomesRua Almirante Sldanha da Gama1826 Apto 20351130-220 Boa Viagem Recife [email protected]

Gómez ............................................... PS02.7Juan Carlos GómezSchool of PsychologyUniversity of St. AndrewsSt.Andrews. KY16 9JU, [email protected]

Good ..................................................... PP03Glenn E. Good380 North Old Woodward AvenueBirmingham, Michigan, [email protected]

Goodwin................................................ SY02Marjorie H. GoodwinUCLADepartment of AnthropologyHaines HallLos Angeles, CA [email protected]

Gordon.................................................. SY09Elizabeth GordonNortheastern Illinois University5500 N. St. Louis AvenueChicago, Illinois [email protected]

Gretsch ............................................ PS02.27Petra GretschMax-Planck-Institute for PsycholinguisticsWundtlaan 1, 6525 XD NijmegenThe [email protected]

Grobecker ............................................. PP13Betsey Grobeckerc/o Britton260 Bought Rd.Vatervliet, NY [email protected]

Guzman ................................................ PP06Adrian GuzmanMcluhan Program in Culture & TechnologyUniversity of Toronto39 Queen's Park Cresent E.Toronto, Canada M5S [email protected]

Hall................................................... PS02.24Tyish HallVision and Conceptual Development Center2440 Virginia Avenue, Suite D102Washington, D.C. [email protected]

Hallett.....................................PP14, PS01.13Darcy HallettDept. of PsychologyUniversity of British Columbia2136 West MallVancouver, B.C. V6T [email protected]

Helwig .............................................. PS01.19Charles C. HelwigDepartment of PsychologyUniversity of TorontoSidney Smith Hall100 St. George St.Toronto, ON, M5S [email protected]

Hernandez ...............................PP11, PS02.5Gerardo HernandezCinvestav-smtcSan Borja No. 938Col. Del ValleDel. Coyoacan03100 Mexico, D.F., [email protected]

Hildebrandt............................................ PP13Carolyn HildebrandtDepartment of Psychology346 Baker HallUniversity of Northern IowaCedar Falls IA 50614-1563

Hiller................................................. PS02.24Matt HillerVision and Conceptual Development Center2440 Virginia Avenue, Suite D102Washington, D.C. 20037

Hollenstein ....................................... PS02.11Tom HollensteinOntario Institute for Studies in EducationHuman Development and Applied Psychology252 Bloor Street West, 9th FloorToronto, Ontario M5S [email protected]


Hook................................................. PS02.13Jay G Hook40 Selwyn RoadBelmont, MA [email protected]

Horn .........................................PS01.7, PP01Stacey S. HornUniversity of Illinois at ChicagoCollege of Education (mc 147)1040 W. Harrison St.University of IllinoisChicago, IL [email protected]

Hornbeck............................................ PS02.9Virginia S. HornbeckThe George Washington University39 Benezet StreetPhiladelphia, Pa. [email protected]

Humphries........................................ PS01.15Marisha L. HumphriesUniversity of ChicagoDepartment of Psychiatry MC30775841 S. Maryland Ave.Chicago, IL [email protected]

Iarocci .............................................. PS01.18Grace IarocciSimon Fraser UniversityChild and Family Development Research CentreOffice RCB 6317Burnaby B.C. V5A 1S6Canada

Innocenti ............................................... PP13Giorgio InnocentiDepartment of NeuroscienceKarolinska InstitutetRetzius vag 8S - 17177 [email protected]

Isaac ..................................................... SY02Adrienne Isaac13571 Valleyheart DriveSherman Oaks, CA [email protected]

Ishida ............................................... PS02.19Hiraku IshidaKyoto UniveritySakyo-ku, Kyoto 606-8501Japan

Ishiguro ............................................ PS02.19Hiroshi IshiguroWakayama University

Itakura.............................................. PS02.19Shoji ItakuraDepartment of PsychologyKyoto UniversityYoshida-honmachi, Sakyo-ku, [email protected]

Jacobson.......................................... PS01.20Jodi JacobsonDepartment of PsychologyUniversity of MarylandCollege Park Maryland [email protected]

Jagers .............................................. PS01.15Robert J. JagersCRESPARHoward University2900 Van Ness Street, N.W.Holy Cross Hall Rm. 427-29Washington, D.C. [email protected]

Jennings................................................ PP10Sybillyn JenningsRussell Sage CollegeThe Sage CollegesPsychology Division45 Ferry StreetTroy, NY [email protected]

Johnson ...........................PL04, DS01, SY01Mark L. JohnsonDepartment of Philosophy1295 University of OregonEugene, OR [email protected]

Kachiroubas.......................................... PP01Mary Kachiroubasc/o Stacey HornCollege of Education mc 1471040 W.Harrison StUniversity of IllinoisChicago, IL [email protected]

Kalchman.............................................. PP08Mindy KalchmanNorthwestern UniversitySchool of Education and Social Policy2115 North Campus DriveEvanston, IL [email protected]

Kalechofsky........................................... PP09Robert Kalechofsky255 Humphrey St.Marblehead, MA [email protected]

Kanda............................................... PS02.19Takayuki KandaATR Media Information Science Laboratory

Kane...................................................... PP02Heidi KaneRhodes College Department of Psychology2000 N. ParkwayMemphis, TN [email protected]


Kapsch............................................. PS02.26Lynda A. KapschGeorgia State University2390G Lawrenceville HwyDecatur, Georgia [email protected]

Keller..................................................... SY11Monika KellerMax Planck Institute for Human DevelopmentBerlin, [email protected]

Kelly ...................................................... SY09Spencer KellyColgate University105D Olin HallHamilton, NY [email protected]

Kerekes................................................. PP10Judit KerekesDept. of Education, 3S-208College of Staten Island/CUNY2800 Victory Blvd.Staten Island, NY [email protected]

Killen ...................................PS01.6, PS01.22Melanie KillenDepartment of Human Development3304 Benjamin BuildingUniversity of MarylandCollege Park, MD [email protected]

Kitchener............................................... SY13Richard F. KitchenerDepartment of PhilosophyColorado State UniversityFt. Collins, CO USA [email protected]

Klaczynski ...................................SY06, SY11Paul A. KlaczynskiDepartment of PsychologyThe Pennsylvania State University127 Moore BldgUniversity Park, PA [email protected]

Kleckner ........................................... PS02.24Stacey KlecknerVision and Conceptual Development Center2440 Virginia Avenue, Suite D102Washington, D.C. [email protected]

Kojima.........................................PP02, PP03Yasuji KojimaHokkai-gakuen University332-485 MakomanaiMinami-ku, SapporoJAPAN [email protected]

Kotani .............................................. PS02.19Takayoshi KotaniKyoto UniveritySakyo-ku, Kyoto 606-8501Japan

Krichmar................................................ SY05Jeff KrichmarThe Neurosciences Institute10640 John Jay Hopkins DriveSan Diego, CA [email protected]

Kritt........................................................ PP05David W. KrittDept. of Education, 3S-208College of Staten Island/CUNY2800 Victory Blvd.Staten Island, NY [email protected]

Kruger .............................................. PS02.26Ann Cale KrugerEducational PsychologyGeorgia State UniversityCollege of Ed University PlazaAtlanta, GA [email protected]

Kuhn...................................................... PP08Deanna KuhnColumbia University, Teachers CollegeDept of Human Development, Box 118525 West 120th StreetNew York, NY [email protected]

Kurtz................................................... PS01.7Anna KurtzUniversity of Illinois at Chicagoc/o Stacey HornCollege of Education (mc 147)1040 W. Harrison St.University of IllinoisChicago, IL [email protected]

Lalonde ..................................PP07, PS02.18Christopher E. LalondeDepartment of PsychologyUniversity of VictoriaPO Box 3050Victoria, BC V8W [email protected]

Lamb..................................................... PP03Michael E. LambNational Institute of Child Health & Human DevelopmentBldg 31, Room 2A32, MSC 242531 Center DriveBethesda, MD 20892-2425

Lanni-Ruggeri ....................................... PP14Judith Lanni-Ruggeri300 North State Avenue, apt. 3011Chicago IL, [email protected]

Leal ....................................................... PP03Fernando LealUniversity of Guadalajara, MexicoPaseo de los Robles 416945110 Guadalajara, [email protected]


Lee-Kim...............................PS01.2, PS01.22Jennie Lee-KimUniversity of MarylandDept. of Human Development3304 Benjamin BuildingUniversity of MarylandCollege Park, MD [email protected]

Leme..................................................... PP14Marilei Dias LemeNossa Senhara do Bom Conselho 443Morumbi SulSao Paulo, S.P05763-470 [email protected]

Lemke .............................................. PS02.15Margaret LemkeDepartment of PsychologyBox 351525University of WashingtonSeattle, WA 98195-1525

Leon...................................................... SY02Lourdes de LeonCIESAS SuresteSan Cristobal de Las CasasChiapas, MEXICO [email protected]

Levy .......................................PP15, PS01.26Sharona T. LevySchool of EducationTel-Aviv UniversityRamat-Aviv, [email protected]

Lewis..................................................... SY01Marc D. LewisOISE/UTDepartment of Human Development & AppliedPsychology252 Bloor St. WestToronto, Ontario, M5S 1V6 [email protected]

Lewis............................................SY05, IS04Michael LewisInstitute for the Study of Child DevelopmentDepartment of PediatricsUMDNJ—Robert Wood Johnson Medical School97 Paterson StreetNew Brunswick, NJ [email protected]

Liao ....................................................... PP15Hsin-mei LiaoDepartment of Educational PsychologyUniversity of Illinois at Urbana-Champaign1310 S. Sixth StChampaign, IL [email protected]

Liben ...........................................PL05, SY08Lynn S. LibenDepartment of PsychologyThe Pennsylvania State University450 Moore BuildingUniversity Park, PA 16802-3104

Lickliter.................................................. SY05Robert LickliterDepartment of PsychologyFlorida International UniversityUniversity Park CampusMiami, FL [email protected]

Lieberman.......................................... PS02.4Dana LiebermanUniversity of TorontoDepartment of PsychologyUniversity of Toronto100 St. George St.Toronto, ON M5S [email protected]

Lightfoot ........................................... PS01.23Cynthia LightfootPenn State Delaware County25 Yearsley Mill Rd.Media PA [email protected]

Lins-Dyer.......................................... PS01.24Maria Tereza Lins-Dyer1025 W. RandolphOak Park, IL [email protected]

Liu ......................................................... PP14David LiuThe University of MichiganDepartment of Psychology525 E UniversityAnn Arbor, MI [email protected]

Lyra....................................................... SY10Maria C.D.P. de LyraUniversidade Federal de PernambucoPos-Graduacao em PsicologiaAv. Acad. Helio Ramos, s/n - CFCH, 8∫ AndarRecife 50670-901 [email protected]

Macedo .............................................. PS01.5Lino de MacedoUniversidade Sao PauloRua AcangueruÁu n. 204 – ButantSao Paulo - Brasil - [email protected]

Madrid ................................................ PS02.8Samara MadridUniversity of Hawaii at ManoaDepartment of Psychology2430 Campus RoadHonolulu, HI [email protected]

Maeda.............................................. PS02.12Hiroshi Maeda2-25-2-1503, Sasazuka, Shibuya-kuTokyo, 151-0073, [email protected]


Mandour........................................... PS01.18Tarek MandourJimmy Sandy Memorial Schoolc/o Jake BurackMcGill UniversityFaculty of Education3700 McTavish StreetMontreal, Quebec H3A 1Y2Canada

Marchand......................................... PS02.10Helena Maria d`Orey MarchandFaculdade de Psicologia e Ci’ncias da EducaÁ„oUniversidade de LisboaAlameda da Universidade1641-013 [email protected]

Marecek ..................................................IS01Jeanne MarecekDepartment of PsychologySwarthmore College500 College AveSwarthmore, PA 19081-1397, [email protected]

Maring................................................... PP14Bayta L. MaringDepartment of Psychology1227 University of OregonEugene, OR [email protected]

Marini .................................................... PP04Zopito MariniFaculty of EducationBrock UniversitySt. Catharines, OntarioCanada L2S [email protected]

Markovits.....................................SY06, SY11Henry MarkovitsDépartement de psychologieUniversité du Québec a MontréalC.P. 8888, Succ. "A"Montréal, Québec H3C [email protected]

Marra..................................................... PP11Frank MarraUniversity of Toronto / OISE252 Bloor Street WestToronto, Ontario M5S [email protected]

Marti ...................................................... SY03Eduard MartiUniversitat de BarcelonaDepartament de Psicologia Evolutiva i de l'EducacioUniversitat de BarcelonaP. de la Vall d'Hebron, 17108035 Barcelona, [email protected]

Mascolo................................................. SY01Michael F. MascoloDepartment of PsychologyMerimack CollegeNorth Andover, MA [email protected]

Maynard................................................ SY02Ashley E. MaynardUniversity of HawaiiDept. of Psychology2430 Campus Road, Gartley #110Honolulu, HI [email protected]

Mayordomo........................................... SY03Raquel MayordomoDepartament de Psicologia Evolutiva i EducacioUniversitat de BarcelonaP. de la Vall d'Hebron, 17108035 Barcelona, [email protected]

McGlothlin ...........................PS01.6, PS01.22Heidi McGlothlinDepartment of Human Development3304 Benjamin BuildingUniversity of MarylandCollege Park, MD [email protected]

Mcintosh........................................... PS02.14Clifton Mcintosh4315 Tolman HallUC BerkeleyBerkeley, CA 94720-1670

McKinley .................................................IS01Nita McKinleyDepartment of PsychologyAllegheny CollegeMeadville, PA [email protected]

Medina-Liberty ...................................... PP02Adrian Medina-LibertyNational University of MexicoXicotencatl 137-503 ACol. El Carmen Coyoacan CP 04100Mexico, [email protected]

Meier ..................................................... PP10Ellen MeierCenter for Technology and School ChangeTeachers CollegeColumbia UniversityNew York, [email protected]

Melot .................................................. PS02.1Anne-Marie MelotCNRS and University Paris 5Equipe Developpement et Fonctionnement CognitifsUMR 609546 Rue Saint-Jacques75005, Paris, Franceanne-marie [email protected]


Menegaz ............................................... PP02Camila Vidal MenegazUniversidade Federal do Rio Grande do SulRua Fernando Cortez, [email protected]

Miller .......................................................IS01Patricia H. MillerWomen’s StudiesDepartment of PsychologyPsychology BuildingUniversity of GeorgiaAthens, GA [email protected]

Miller ...........................................SY04, SY04Patrice Marie MillerHarvard Medical School and Salem State College234 Huron AvenueCambridge, MA [email protected]

Milnitsky ......................................PP02, PP13Clary MilnitskyUniversidade Federal do Rio Grande do SulRua S„o Sim„o, 841 ap.301Jardim do salsoPorto Alegre-RS [email protected]

Mitchell.................................................. PP03Susanne MitchellSalt Lake County Children’s Justice Center

Moore......................................................IS04Chris MooreDepartment of PsychologyDalhousie UniversityHalifax, Nova ScotiaCanada B3H [email protected]

Moro............................................SY03, SY03Maria Lucia Faria MoroUniversidade Federal do ParanaRua Francisco Torres, 621- ap.2280060-130 [email protected]

Moutier ........................................SY06, SY11Sylvain MoutierCNRS - CEA - Universites de Caen & Paris 5Equipe developpement et fonctionnement cognitif46 rue Saint-Jacques75005 Paris, [email protected]

Mueller .....................................SY13, PS02.4Ulrich MuellerPennsylvania State UniversityDepartment of PsychologyPennsylvania State UniversityUniversity Park, PA USA [email protected]

Naigles............................................. PS01.16Letitia R. NaiglesDepartment of Psychology406 Babbidge Road, U-20University of ConnecticutStorrs, CT [email protected]

Nakkula................................................. PP07Michael NakkulaHarvard Graduate School of EducationLarsen 505Cambridge, MA [email protected]

Nathalie.............................................. PS02.1Angeard NathalieUniversity Paris 5Equipe Developpement et Fonctionnement CognitifsUMR 609546 Rue Saint-Jacques75005, Paris, [email protected]

Navarro ............................................ PS01.14Alejandra NavarroDepartamento de Psicologia Evolutiva y de laEducacionUniversidad Autonoma de MadridCiudad Universitaria Cantoblanco28049 Madrid, [email protected]

Newcombe............................................ SY05Nora S. Newcombe565 Weiss HallDepartment of PsychologyTemple UniversityPhiladelphia, PA [email protected]

Nicoladis ............................................... PP04Elena NicoladisDepartment of PsychologyUniversity of AlbertaP217 Biological Sciences BuildingEdmonton Alberta T6G [email protected]

Nicolopoulou ......................................... PP05Ageliki NicolopoulouDept. of PsychologyLehigh University17 Memorial Drive EastBethlehem PA [email protected]

Nucci ........................................PP01, PS01.7Larry NucciCollege of Education mc 1471040 W.Harrison St.University of IllinoisChicago, IL [email protected]


Nunes..........................................SY12, SY12Terezinha NunesDepartment of PsychologyOxford Brookes UniversityGypsy Lane, HeadingtonOxford, OX3 0BP, [email protected]

Ophir ................................................ PS02.23Gabriel Bukobza OphirHDP, 7th floor, Larsen BuildingHGSEAppian WayCambridge, [email protected]

Orbach .................................................. PP03Yael OrbachNational Institute of Child Health & Human DevelopmentBldg 31, Room 2A32, MSC 242531 Center DriveBethesda, MD [email protected]

Ordonez ................................................ SY03Oscar OrdonezUniversidad del ValleCentro de Investigaciones en Psicologia, Cognicion yCulturaCiudad UniversitariaMelendez A. A. 25360Cali, [email protected]

Orozco .................................................. SY03Mariela OrozcoUniversidad del ValleEscuela de PsicologiaUniversidad del ValleCiudad UniversitariaA. A. 25360Cali, [email protected]

Overton .....................................................ORWillis F. OvertonDepartment of PsychologyTemple University1701N. 13th St., Rm.658Philadelphia, PA [email protected]

Pantoja........................................SY10, PP04Andrea PantojaCalifornia State University, ChicoDepartment of PsychologyChico, CA [email protected]

Papadopoulos....................................... PP09Dimitris PapadopoulosCenter for Cultural Studies221 Oakes CollegeUniversity of California, Santa CruzSanta Cruz, CA [email protected]

Paradela........................................... PS01.14Isabel ParadelaUniversidad Complutense de MadridCampus Somosaguas28223 Madrid, Spain

Pardi...................................................... PP06Roy PardiLexia Learning Systems2 Lewis StreetPO Box 466Lincoln, MA [email protected]

Park.................................................... PS01.1Yoonjung ParkUniversity of Maryland at College ParkDepartment of Human Development3304 Benjamin BuildingUniversity of MarylandCollege Park, MD [email protected]

Parnas......................................PP13, PS02.3Josef ParnasUniversity of CopenhagenDept. of Psychiatry, Ward 817Hvidovre HospitalBroendbyoestervej 1602605 [email protected]

Pereira .................................................. PP06Vinicius Andrade PereiraMcluhan Program in Culture & TechnologyUniversity of Toronto39 Queen's Park Cresent E.Toronto, Canada M5S [email protected]

Perry ..................................................... PP15Michelle PerryUniversity of Illinois at Urbana-ChampaignDepartment of Educational Psychology1310 S. Sixth St., MC-708Champaign, IL [email protected]

Pescitelli................................................ PP04Dagmar PescitelliDepartment of PsychologySimon Fraser University8888 University DriveBurnaby, B.C. V5A [email protected]

Pilgrim................................................... PP06Beth PilgrimLexia Learning Systems2 Lewis StreetPO Box 466Lincoln, MA [email protected]


Podlucka ............................................... SY07Dusana PodluckaDevelopmental Psychology ProgramCUNY Graduate Center365 Fifth AvenueNew York, NY [email protected]

Politzer .................................................. SY06Guy PolitzerCNRS: Laboratoire "Cognition et Activités Finalisées"Université de Paris 82, rue de la Liberté93526 [email protected]

Potworowski.......................................... PP11Georges A. PotworowskiUniversity of Toronto / OISE252 Bloor Street WestToronto, Ontario M5S [email protected]

Puche-Navarro...................................... SY03Rebeca Puche-NavarrUniversidad del ValleCentro de Investigaciones en Psicologia,Cognicion y CulturaCiudad UniversitariaMelendez A. A. 25360Cali, [email protected]

Pufall ..................................................... PP16Peter PufallPsychology DepartmentClark Science CenterSmith CollegeNorthampton, MA 01063 [email protected]

Quintero ................................................ PP11Ricardo QuinteroCinvestavSan Borja No. 938Col. Del ValleDel. Coyoacan03100 Mexico, D.F., [email protected]

Quintero ............................................. PS02.5Ricardo QuinteroCinvestav, IPNSeccion de Metodologia y Teoria de la CienciaSan Borja 938, Col. del ValleDel. Benito Ju·rez03100 MÈxico DF, Mè[email protected]

Racine................................................... SY13Timothy P. RacineDepartment of PsychologySimon Fraser UniversityBurnaby BC Canada V5A [email protected]

Randolph.......................................... PS01.18Beth RandolphFaculty of EducationDepartment of Educational Psychology & Counselling3700 McTavish StreetMontreal, Quebec H3A 1Y2Canada

Rawlins .............................................. PS02.6Caren RawlinsThe Graduate CenterCity University of New York311 Lefferts AvenueBrooklyn, NY [email protected]

Raya-Carlton.................................... PS01.10Pamela A. Raya-CarltonUniversity of Missouri-ColumbiaHuman Development and Family Studies314 Gentry HallColumbia, MO [email protected]

Ribeiro....................................PP14, PS01.23Analia Kiela RibeiroFederal University of PernambucoPos-Graduacao em PsicologiaAv. Acad. Helio ramos, s/n - CFCH, 8th floorReciefe 50670-901 PE [email protected]

Richner.................................................. PP05Elizabeth RichnerDept. of PsychologyLehigh University17 Memorial Drive EastBethlehem PA [email protected]

Ríos.................................................... PS01.9Hernán Sanchez RíosUniversidad del Valle (Sede Melendez)Edificio 317 cree, oficina 2002Cali-Valle-Colombia-SuramÈ[email protected]

Rique................................................ PS01.24Julio Rique5531 East Lake Dr. # DLisle, IL [email protected]

Rishworth......................................... PS02.21Amelia RishworthClark University950 Main St.Worcester, MA [email protected]

Rizo....................................................... PP16Gabriela RizoUniversidade do Estado do Rio de JaneiroAvenida Oswaldo Cruz, 108 apt. 1002.Flamengo, Rio de Janeiro, RJ – BrazilZip code [email protected]; [email protected]


Roazzi .........................................PP01, PP01Antonio RoazziFederal University of PernambucoMestrado em PsichologiaCFCH, 8th andar Cidade univeritariaFederal University of PernambucoRecife, PE, [email protected]

Roberts ...................................................IS02Rosemarie RobertsSocial Personality PsychologyGraduate School and University Center365 Fifth Avenue -6th floorNew York, NY [email protected]

Robinson.......................................... PS01.18Sandy RobinsonJimmy Sandy Memorial Schoolc/o Jake BurackMcGill UniversityFaculty of Education3700 McTavish StreetMontreal, Quebec H3A 1Y2Canada

Rodriguez.................................PP11, PS02.5Luis Mauricio RodriguezCiecas-IPNSan Borja No. 938Col. Del ValleDel. Coyoacan03100 Mexico, D.F., [email protected]

Rojo....................................................... SY03Nubia E. RojoUniversitat de BarcelonaDepartament de Psicologia Evolutiva i de l'EducacioUniversitat de BarcelonaP. de la Vall d'Hebron, 17108035 Barcelona, [email protected]

Rosenwein ............................................ PP01Jessica RosenweinCollege of Education mc 1471040 W.Harrison St.University of IllinoisChicago, IL [email protected]

Rubenfeld.............................................. PP10Lester RubenfeldCenter for Initiatives in Pre-College EducationRensselaer Polytechnic Institute110 8th StreetTroy,NY [email protected]

Russell ............................................. PS01.17James A. RussellDepartment of PsychologyMcGuinn Hall140 Commonwealth AvenueBoston CollegeChestnut Hill, MA [email protected]

Sacks ..........................................PL03, DS01Oliver SacksAlbert Einstein College of Medicine2 Horatio St. 3GNew York, NY 10014

Sacks .................................................... PP11Robin E. SacksUniversity of Toronto / OISE252 Bloor Street WestToronto, Ontario M5S [email protected]

Saltzstein .............................................. PP01Herbert D. SaltzsteinPsychology ProgramGraduate Center of CUNY365 Fifth AvenueNew York, NY [email protected]

Sánchez............................................. PS02.7Encarnación Sarriá SánchezDepartamento de MetodologíaDespacho 2.68Facultad de Psicología. UNEDCiudad universitaria s/n.28040, Madrid. [email protected]

Saxe................................................. PS02.14Geoffrey B. Saxe4315 Tolman HallUC BerkeleyBerkeley, CA [email protected]

Schernwetter......................................... PP12Mark Schernwetter36 Rossmore St., Apt. #3Somerville, MA [email protected]

Schick ................................................... SY02Laurie SchickDepartment of Applied LinguisticsGraduate Student MailroomLos Angeles, CA [email protected]

Schmiedtova .................................... PS02.27Barbara SchmiedtovaMax-Planck-Institute for PsycholinguisticsWundtlaan 1, 6525 XD NijmegenThe [email protected]

Scholnick................................. IS01, PS01.20Ellin Kofsky ScholnickOffice of Faculty Affairs1119 Main Administration BuildingUniversity of MarylandCollege Park Maryland [email protected]

Schwartz ............................................... PP10Marc SchwartzHarvard Graduate School of [email protected]


Schwarz ................................................ PP06Paul SchwarzLexia Learning Systems2 Lewis StreetPO Box 466Lincoln, MA [email protected]

Seeratan ..................................PP03, PS02.2Kavita L. SeeratanUniversity of TorontoDepartment of Human Development & AppliedPsychology252 Bloor Street WestToronto, Ontario M5S [email protected]

Seitz ...................................................... SY10Jay A. SeitzDepartment of Political Science & PsychologyAcademic Core Building - AC-4D06York College/City University of New York94-20 Guy R. Brewer BoulevardJamaica, NY [email protected]

Selva..................................................... SY12Ana Coelho Vieira SelvaDepartment of Psychology (CFCH)Graduate Program in PsychologyUniversidade Federal de Pernambuco (Brazil)Av. Acad. HÈlio Ramoss/n CFCH 8∫ andar - Cidade Universit·ria - Recife (PE)CEP: 50670-901 [email protected]

Shafrir .....................................................IS03Uri ShafrirDepartment of Human Development & AppliedPsychologyOntario Institute for Studies in EducationUniversity of Toronto252 Bloor Street WestToronto, Ontario M5S 1V6

Shaw..................................................... PP02Julia Penn ShawHarvard Graduate School of Education29 St. John AvenueBinghamton, New York [email protected]

Shaw.................................................. PS01.4Leigh A. Shaw380 South 1530 East, Room 502Department of PsychologyUniversity of UtahSalt Lake City, Utah [email protected]

Shin.................................................... PS01.3Yunhee ShinUniversity of Maryland at College Park3304 Benjamin buildingUniversity of MarylandCollege Park, MD [email protected]

Sigel ........................................................IS03Irving SigelEducational Testing ServiceMail Stop 06RPrinceton NJ [email protected]

Singer.................................................... SY09Melissa SingerUniversity of Chicago5848 S. University Ave.Chicago,IL [email protected]

Sinha..................................................... SY10Chris SinhaInstitute of Language and CommunicationUniversity of Southern DenmarkCampusvej 55, DK-5230 Odense [email protected]

Sokol ................................................ PS01.13Bryan W. SokolUniversity of British Columbia2136 West MallVancouver, B.C. V6T [email protected]

Sommerville .......................................... SY09Jessica SommervilleUniversity of Chicago5848 S. University Ave.Chicago, IL [email protected]

Sophian.............................................. PS02.8Catherine SophianUniversity of Hawaii at ManoaDepartment of Psychology2430 Campus RoadHonolulu, HI [email protected]

Sorongon ......................................... PS02.20Alberto G. SorongonDepartment of PsychologyThe George Washington University2125 G Street, NWWashington, D.C. [email protected]

Sousa.................................................... PP14Isabela SousaRua das Laranjeiras 430, apt 1703Rio de Janeiro22240-002 [email protected]

Spencer...................................................IS02Margaret Beale SpencerGraduate School of EducationUniversity of Pennsylvania3700 Walnut St., Rm. [email protected]


Squire.................................................... SY12Sarah B. SquireDepartment of Experimental PsychologyUniversity of OxfordSouth Parks RoadOxford OX1 3UD, [email protected]

Stammberger ........................................ PP16Iris Stammberger8 Hancock Street #2Somerville, MA [email protected]

Sternberg .............................................. PP03Kathleen J. SternbergNational Institute of Child Health & Human DevelopmentBldg 31, Room 2A32, MSC 242531 Center DriveBethesda, MD 20892-2425

Stetsenko.............................................. SY07Anna StetsenkoDevelopmental Psychology ProgramCUNY Graduate Center365 Fifth AvenueNew York, NY [email protected]

Stevens................................................. PP06David A. StevensLexia Learning Systems2 Lewis StreetPO Box 466Lincoln, MA [email protected]

Stewart.................................................. PP03Heather StewartSalt Lake County Children’s Justice Center

Suro ...................................................... PP03Judith SuroUniversity of Guadalajara, MexicoSan Felipe 823Guadalajara, [email protected]

Swan..................................................... PP10Karen SwanSchool of EducationSUNY,AlbanyAlbany, [email protected]

Szechter................................................ SY08Lisa E. SzechterDepartment of PsychologyThe Pennsylvania State University429 Moore BuildingUniversity Park, PA [email protected]

Takezawa.............................................. SY11Masanori TakezawaMax Planck Institute for Human DevelopmentBerlin, FRG

Tardif..................................................... PP14Twila TardifDepartment of PsychologyThe Chinese University of Hong Kong3rd Floor, Sino BuildingShatin, N.T.Hong [email protected]

Taylor .................................................... PP14Marjorie TaylorDepartment of Psychology1227 University of OregonEugene, OR [email protected]

Teberosky ............................................. SY03Ana TeberoskyDepartament de Psicologia Evolutiva i EducacioUniversitat de BarcelonaP. de la Vall d'Hebron, 17108035 Barcelona, [email protected]

Thalos ................................................... PP09Mariam ThalosUniversity of UtahPhilosophy Department, OSH 341260 S. Central Campus DriveSalt Lake City, UT [email protected]

Thelen....................................................PL07Esther ThelenDepartment of PsychologyIndiana University10th Street & Walnut GroveBloomington, IN 47405

Trevino-Gutierrez.................................. PP02Andrea Trevino-GutierrezUniversidad de las AmericasXicotencatl 137-503 ACol. El Carmen Coyoacan CP 04100Mexico, [email protected]

Tsallis.................................................... PP16Alexandra TsallisUniversidade do Estado do Rio de JaneiroAvenida Epitacio Pessoa, 4344 bloco 2 apt. 502.Lagoa, Rio de Janeiro-RJ, Brazilzip code [email protected]

Turnbull ..................................SY08, PS01.12William TurnbullDepartment of PsychologySimon Fraser University8888 University AvenueBurnaby, B.CCanada V5A [email protected]


Vaever................................................ PS02.3Mette VaeverUniversity of CopenhagenDept. of Psychiatry, Ward 817Hvidovre HospitalBroendbyoestervej 1602605 [email protected]

Vasconcellos...............................PP05, PP08Vera Maria Ramos de VasconcellosUniversidade Federal FluminenseCampus do Gragoatá s/nº Bloco O 3º andar24210-350 – Niteroi – RJ – [email protected]

Vedeler.................................................. SY10Dankert VedelerDepartment of PsychologyNorwegian University of Science and TechnologyNO-7491 [email protected]

Vianin.................................................... PP13Pascal VianinResearch Center of Psychiatric Neuroscience,LausanneLunepSite de CeryCH - 1008 [email protected]

Vianna................................................... SY07Eduardo ViannaDevelopmental Psychology ProgramCUNY Graduate Center365 Fifth AvenueNew York, NY [email protected]

Vincenzo ............................................... PP14Jose de VincenzoNational Louis University122 S. Michigan AveChicago, IL [email protected]

Vinden.............................................. PS02.21Penelope G. VindenClark University950 Main St.Worcester, MA [email protected]

Voneche................................................ PP12Jacques VonecheDirecteur, Archives Jean Piaget40 boulevard du Pont d'ArveCH 1205 Geneva [email protected]

Wachs.............................................. PS02.24Harry WachsVision and Conceptual Development Center2440 Virginia Avenue, Suite D102Washington, D.C. [email protected]

Wainryb.............................................. PS01.4Cecilia Wainryb380 South 1530 East, Room 502Department of PsychologyUniversity of UtahSalt Lake City, Utah [email protected]

Walton................................................... PP02Marsha WaltonRhodes College Department of Psychology2000 N. ParkwayMemphis, TN [email protected]

Wellman................................................ PP14Henry M. WellmanThe University of MichiganThe Center for Human Growth & Development300 North Ingalls10th FloorAnn Arbor, MI [email protected]

Wichary................................................. SY11Szymon WicharyJagellonian UniversityCracow, Poland

Widen............................................... PS01.17Sherri C. WidenDepartment of PsychologyMcGuinn Hall140 Commonwealth AvenueBoston CollegeChestnut Hill, MA, [email protected]

Winegar................................................. PP05Lucien T. WinegarSchool of Natural and Social SciencesSusquehanna University514 University AvenueSelinsgrove, PA [email protected]

Wiser..................................................... PP05Marianne WiserDepartment of PsychologyClark UniversityWorcester, Ma [email protected]

Witenberg.............................................. PP01Rivka WitenbergThe University of MelbourneSchool of Behavioural ScienceDepartment of PsychologyVictoria 3010 [email protected]

Wong................................................ PS02.15Antoinette WongDepartment of PsychologyBox 351525University of WashingtonSeattle, WA 98195-1525


Woodward............................................. SY09Amanda WoodwardThe University of Chicago5848 S. University Ave.Chicago, IL [email protected]

Zelazo ....................................... IS04, PS02.4Philip D. ZelazoDepartment of PsychologyUniversity of Toronto100 St. George St.Toronto, ON M5S [email protected]

Zukowski ............................................ PS01.6Katherine ZukowskiDepartment of Human Development3304 Benjamin BuildingUniversity of MarylandCollege Park, MD [email protected]

Zygmuntowicz.................................. PS01.18Catherine ZygmuntowiczFaculty of EducationDepartment of Educational Psychology & Counselling3700 McTavish StreetMontreal, Quebec H3A [email protected]

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