The Cognitive Development Society would like to congratulate the following award recipients in both Book Award and Journal categories!

Winners of the Cognitive Development Society Book Award

Henry Welllman (2015).  Making Minds: How Theory of Mind Develops.  Oxford University Press.

Paul Harris (2012). Trusting what you’re told: How children learn from others. Cambridge, MA: Belknap Press of Harvard University Press.

Geoffrey B. Saxe (2012). Cultural development of mathematical ideas: Papua New Guinea studies. Cambridge, UK: Cambridge University Press.

Susan Carey (2009). The origin of concepts. Oxford University Press.

Alison Gopnik (2009). The philosophical baby. Farrar, Strauss and Giroux.

Joan Stiles (2008). The Fundamentals of Brain Development: Integrating Nature and Nurture. Harvard University Press.

Patricia J. Bauer (2006). Remembering the Times of Our Lives: Memory in Infancy and Beyond. Lawrence Erlbaum Associates.

Angeline Lillard (2005). Montessori: The science behind the genius. Oxford University Press.

Jean Mandler (2004). The foundations of mind: Origins of conceptual thought. Oxford University Press

Susan Gelman (2003). The essential child: Origins of essentialism in everyday thought. Oxford University Press.

Susan Goldin-Meadow (2003). Hearing gesture: How our hands help us think. Harvard University Press

Michael Tomasello (2003). Constructing a language: A usage-based theory of language acquisition. Harvard University Press.

Winners of the Cognitive Development Society Journal Award

Canfield, C. F., & Ganea, P. A. (2014). ‘You could call it magic’: What parents and siblings tell preschoolers about unobservable entities. Journal of Cognition and Development, 15, 269-286.

Shutts, K., Roben, C. K. P., & Spelke, E. S. (2013). Children’s use of social categories in thinking about people and social relationships. Journal of Cognition and Development, 14, 35-62.

Russell, J., Gee, B., & Bullard, C. (2012). Why do young children hide by closing their eyes? Self-visibility and the developing concept of self. Journal of Cognition and Development, 13,  550-576.

Augustine, E., Smith, L., & Jones, S. (2011). Parts and relations in young children’s shape-based object recognition.  Journal of Cognition and Development, 34, 320-330.

Christie, S., & Gentner, D. (2010). Where hypotheses come from: Learning new relations by structural alignment. Journal of Cognition and Development, 11, 356-373.

Hedrick, A. M., Haden, C. A., Ornstein, P. A. (2009). Elaborative talk during and after an event: Conversational style influences children’s memory reports.Journal of Cognition and Development, 10, 188-209.

Deborah G. Kemler Nelson, Kelly A. O’Neil, and Yvonne M. Asher (2008). Mutually Facilitative Relationship Between Learning Names and Learning Concepts in Preschool Children: The Case of Artifacts Journal of Cognition and Development, (9), 171-193.

Camille W. Brune and Amanda L. Woodward (2007). Social Cognition and Social Responsiveness in 10-month-old Infants Journal of Cognition and Development, (8), 133-158.

Amsterlaw, Jennifer, Wellman, Henry M. (2006). Theories of Mind in Transition: A Microgenetic Study of the Development of False Belief Understanding. Journal of Cognition and Development, 7(2), 139-172.

Sales, Jessica McDermott, Fivush, Robyn, Parker, Janat, Bahrick, Lorraine. (2005). lStressing Memory: Long-Term Relations Among Children’s Stress, Recall and Psychological Outcome Following Hurricane Andrew. Journal of Cognition and Development, 6(4), 529-545.

Laura L. Namy, Aimee L. Campbell and Michael Tomasello (2004). The Changing Role of Iconicity in Non-Verbal Symbol Learning: A U-Shaped Trajectory in the Acquisition of Arbitrary Gestures, Journal of cognition and development, 5(1), 37-57.

Amy M. Boland, Catherine A. Haden and Peter A. Ornstein (2003). Boosting Children’s Memory by Training Mothers in the Use of an Elaborative Conversational Style as an Event Unfolds,Journal of cognition and development, 4(1),39-65.