8:00-9:00 am  Ocean Grand Foyer  Registration/Breakfast   
9:00-7:00       False Cape             Exhibitors   
9:00- 9:15      Hatteras/Charles     Plenary Welcome

Steve Reznick, University of North Carolina at Chapel Hill
  Welcome and Introduction of new CDS President Patricia Bauer

Patricia Bauer, University of Minnesota
  Welcome

Susan Goldman-Meadow, University of Chicago
  Dedication of CDS 2001 to the memory of Peter Jusczyk

9:15-10:15   Hatteras/Charles   Invited Plenary Address

Martha W. Alibali, Carnegie-Mellon University
  Introduction of Robert Seigler

Gedeon O. Deak, University of California at San Diego
  Introduction of Joan Stiles

12:00- 1:00   Lunch (ad lib)

1:00- 2:45   Hatteras      Symposium

Cognition and Social Interactions: The Effect of the Group on Cognition
 in Human and Non-human Primates

ORGANIZER: Mary Jo Rattermann, Franklin & Marshall College
PARTICIPANTS:
David F. Bjorklund, Jesse M. Bering, Jennifer L. Yunger, and Patricia Ragan, Florida Atlantic University
David Oden, Center for Research in Science Pedagogy
Mary Jo Rattermann, Franklin & Marshall College
Roger K.R. Thompson, Franklin & Marshall College

We primates, both human and non-human, are social creatures. Psychologists, however, have tended to study the social thinker in isolation taken for granted the nature of this thinker. In this way we have neglected the social origins of the individual thinker and the ways in which cognition has a social character. In a word, developmental and comparative psychologists have essentialized the individual (Harre & Gillett, 1994; Oyserman & Packer,1996), studying our subjects individually rather than as part of an entire social group. In this syposium we present evidence from human and non-human primates stressing the importance of the individual as a member of a group, and address several key questions. Mary Jo Rattermann describes the effects of social dominance on access to tools that can be used to acquire valuable resources in both human infants and adult capuchin monkeys.  Roger Thompson then discusses some of the consequences of the group on the distribution of information and its non-uniform availability to individuals within the group.  David Bjorklund discusses the role of culture on imitation in apes, a form of learning based on social interaction with others in the group. Finally, David Oden discusses how social bonds between human experimenters and, in this case, infant chimpanzees profoundly affects cognitive performance by the latter because of their categorization of humans as "teacher" or "playmate."

1:00- 2:45   May         Symposium

   Developmental psychologists who wish to explore children�s understanding of representation and aesthetics have traditionally been more likely to use paintings or drawings as their focal medium than to use photographs. The relative dearth of photography-based research probably stems from the common assumption that photographs are simply snapshots of reality. Writers as diverse as sociologist Howard Becker, literary figure Susan Sontag, and philosopher Nelson Goodman have commented on the flawed nature of this assumption. Some developmental psychologists have likewise rejected this "snapshot" assumption, and have thus begun using photography in their empirical work. This symposium is designed to present emerging empirical findings and to provoke colleagues to consider photography-based methods in their own work.

   The symposium includes four empirical presentations. Pierroutsakos addresses very early beginnings of understanding as infants explore how qualities of photographs differ from those of three-dimensional objects; DeLoache considers toddlers� growing understanding of the relation between photographs and what they depict; Liben and Szechter describe children�s developing understanding of the view-specific nature of photographs, and of how spatial qualities are affected by photographers� actions; and Thomas, Davison, and Sharples describe results from a study in which 7- to 15-year-old children were allowed to photograph what they pleased, and were later asked to discuss motivations for particular photos. The discussant, Robinson, integrates empirical findings and considers how photographic processes and products may be extended to other research questions and paradigms.

1:00- 2:45   Fear         Symposium

ORGANIZER:  Nancy L. Stein, University of Chicago
PARTICIPANTS:
Linda Levine, University of California, Irvine
Elizabeth Albro, Wheaton College
Catherine A. Haden, & Peter A. Ornstein, Loyola University of Chicago, & UNC-Chapel Hill
Nancy L. Stein & Tom Trabasso, University of Chicago

The four presentations in this symposium speak to the importance of studying cognitive development, thinking, and language in real world situations that are personally meaningful to children and their parents. Each researcher provides a different perspective on the development of thinking, language, and understanding. Yet, each addresses issues that focus on the importance of the input in determining understanding and memory and the degree of motivation and familiarity that children have about the situations they are asked to remember. Rather than characterizing young preschool children as being deficient in certain cognitive abilities, each of the researchers shows the importance of the situation in determining what children understand and remember. All of the presenters focus on the processes by which a representation gets constructed, and they describe how input in a situation or an interaction facilitates or hinders understanding and memory. Finally, each presenter shows how participation in personally significant situations affects the development and use of complex discourse schemas.

3:00- 4:45   Hatteras          Symposium

Objective analysis of cognitive complexity is necessary for understanding cognitive development, to enable tasks to be compared, and equivalences recognized. This symposium will explore the extent to which task complexity, or more appropriately, the complexity of the cognitive processes that a task requires, can serve as a useful metric of cognitive development. Cohen will discuss the role of complexity in information processing by infants. Stiles will discuss age-related changes in the complexity of children's spatial constructions. Frye will review research that suggests that there are systematic age-related increases in the complexity of the explicit rules children can use. Halford and Andrews will discuss how capacity limitations are overcome, and why certain tasks tend to impose unexpectedly high processing loads. They will show relational complexity analysis (Halford, Wilson & Phillips, Behavioral & Brain Sciences, 1998, 21, 6, 803-864) can explain some sources of difficulty, and can predict some previously unrecognized cognitive abilities in young children. The importance of complexity is being increasingly recognized in cognitive development, cognitive psychology, and neuroscience. For example, in cognitive development, we need to determine whether precocity reflects a simpler performance, or improved performance on a task at the same level of complexity. Complexity has also been found to play a role in fundamental cognitive achievements such as concept of mind. In cognitive psychology there have been recent determinations of processing capacity (Cowan, Behavioral & Brain Sciences, 2001, in press; Luck & Vogel, Nature, 1997, 390, 279-281). In neuroscience, work with brain-damaged patients has found complexity to be an important determinant of the regions of cortex that are implicated in dissociable attentional processes, including interference, negative priming, and inhibition of return.

3:00- 4:45   May         Symposium

ORGANIZER: Lisa Gershkoff-Stowe
PARTICIPANTS:
Susan Graham, Ann M. Penny, & Andrea N. Welder, University of Calgary
Lisa Gershkoff-Stowe and Erin Hahn, Carnegie Mellon University
Jane B. Childers, Trinity University
Lori Markson, Massachusetts Institute of Technology
DISCUSSANT: Amanda Woodward, University of Chicago

Fast mapping has been referred to as the rapid learning of a new word with only a few exposures to it (Carey & Bartlett, 1978). Recently, there has been renewed interest in the meaning of fast mapping: whether the term extends beyond word learning to the acquisition of new facts (Markson & Bloom, 1997; Waxman & Booth, 2000); how children differ in their ability to fast map nouns and verbs (Childers & Tomasello, 2001; Haryu, Iami, & Okada, 2001); and why children appear to fast map words in comprehension but not production (Hahn, Gershkoff-Stowe & Whipple, 2001). Additionally, there has been investigation into the types of developments that co-occur with rapid word learning (Graham, Penny & Welder, 2001), and at what age children first show evidence of it (Woodward, Markman & Fitzsimmons, 1994).

The goals of this symposium are to integrate past research and to extend the current debate by providing a comprehensive examination of the nature and processes involved in fast mapping. Among the questions this symposium will address is: how stable and long-lasting is fast mapping, what supports are needed for children to fast map, and is fast mapping a domain general or domain specific process of learning? All of the speakers who have agreed to participate in this symposium are conducting cutting-edge research on this phenomenon and on early word learning more generally.

3:00- 4:45   Fear         Symposium

With the exception of recent work examining children's theories of mind, there is a noticeable lack of research in developmental psychology on the development of concepts that are not based in physical reality. Broad cognitive development theories rarely incorporate the development of cognition about concepts that are outside the physical realm, such as pretense, fantasy, and religious concepts. Neglecting the incorporation of metaphysical thought into theory on cognitive development is surprising considering that this type of thinking about the world emerges seemingly naturally in the course of development, often precluding formal instruction. When theories do incorporate metaphysical thought, they often describe cognition as developing from metaphysical thought and explanations into physical thought and explanations. This may, however, be an inaccurate characterization of the developmental trajectory of metaphysical thought. The goals of this symposium are to present recent research and theory on metaphysical thought in childhood and call for further scientific inquiry into this neglected domain of cognition. The presenters of this symposium are active in researching the beginnings of metaphysical thought in childhood. Richert will discuss work concerning children's ability to understand religious entities, as it differs from their understanding of humans. Johnson will present new work comparing European American and African American children's beliefs in supernatural figures. Woolley will discuss new research on the role of context in children's belief in scientific and fantastical entities. Lillard will discuss entry into alternative conceptual domains, including fantasy and pretense, and liken participation in such domains to philosopher's use of Twin Earth. Taylor will provide discussion.

5:30-7:00   Henry I-II, & Charles    Poster Session 1   
                Ocean Grand Foyer      Snacks & Cash Bar

9:00- 10:30 pm   Hatteras          Workshop & Dessert

ORGANIZER: Peggy McCardle, NICHD
PARTICIPANTS:
Peggy McCardle, NICHD
Margaret Feerick, NICHD
Melissa Welch-Ross, NICHD Howard Kurtzman, NIMH

This workshop is divided into two parts to meet two goals.  The first goal is to alert the field about new research programs and seriously under-researched areas in cognitive development, and to stimulate interest in submitting collaborative and multidisciplinary research applications. The first part of the session, therefore, is dedicated to outlining the funding priorities that are currently being given significant attention across federal agencies, and the programs addressing these priorities that are led by the Child Development and Behavior Branch (CDBB) of the NICHD. This part of the session is targeted especially toward senior researchers whose expertise will be crucial for informing the field, developing research programs, and collaborating with and mentoring more junior investigators to produce research with the level of sophistication and multidisciplinary perspective needed to meet program goals.  The presenters will be Dr. Peggy McCardle, Dr. Margaret Feerick, and Dr. Melissa Welch-Ross, the program officials leading these research programs.

The second hour of the workshop will be led by Dr. McCardle, who has held positions in NIH peer review, NIH policy, and is currently Associate Chief of the CDBB.  The goal is to help both junior and senior investigators develop strong applications for these programs, and to familiarize investigators with the NIH funding mechanisms, and the application submission and review process.

Sat Oct 27, 2001

8:00-9:00 am   Ocean Grand Foyer    Registration/Breakfast      
9:00-7:00        False Cape      Exhibitors          

9:00-12:00       Hatteras         Invited Symposium   

ORGANIZERS: David Klahr, Deanna Kuhn, Doug Frye
PARTICIPANTS:
Richard Anderson, Center for the Study of Reading, University of Illinois
Douglas Frye & Margalit Ziv, Graduate School of Education, University of Penn & Tel Aviv University
David Klahr, Department of Psychology, Carnegie-Mellon
Deanna Kuhn, Teachers College, Columbia
Kathy Metz, Graduate School of Education, UC-Berkeley
DISCUSSANTS:
Susan Goldman, U. of Illinois, Chicago
Sid Strauss, School of Education, University of Tel-Aviv
Melissa Welch-Ross, NICHD

This symposium was conceived in the spirit of "giving psychology away" by presenting a few current examples of research in the intersection between cognitive development and education. The five papers to be presented will (a) offer new conceptualizations of fundamental issues in education, (b) demonstrate how cognitively-based research can lead to effective educational applications, and (c) suggest new areas of research in cognitive development that are motivated by difficult problems in early education. In addition to these scientific goals, the symposium will address some professional issues, with a particular focus on how to motivate members of the Cognitive Development Society to include this area in their research agenda, and to stimulate, reward, and sustain this kind of research.

One of the many reasons that the recent passing of Ann Brown and Robbie Case was such a loss to our field is that they were among a very small set of excellent cognitive developmentalists who successfully braved the instructional waters. A glance at the literature in our field indicates quite clearly that projects focusing on instructional applications are few and far between. This symposium will provide a few illustrative examples of such work and address theoretical, practical, epistemological, and methodological similarities and differences in among them. A secondary goal of the symposium is to address broader professional issues such as: How to stimulate increased interest in the field. How to encourage the best young researchers in cognitive development to broaden their horizons beyond the next journal article, and undertake investigations that could contribute to improving educational practice. How to facilitate external funding and internal institutional support for this kind of work.

Discussants will evaluate the field as a whole -- as well as aspects of the presented papers --from various viewpoints, including teacher-educator, long-time participant in a major cognitively-based curriculum reform project, and director of a major government funding program interested in scientifically grounded educational innovations.

9:00- 12:00   May/Lookout      Invited Symposium

The aim of this symposium is bring together researchers who are addressing the topic of intentionality in various ways and in various contexts. Our hope is to provide a fairly comprehensive survey of current work on intentionality across infancy and the preschool years, and to provide a forum in which participants will discuss fundamental questions in the field, including how one might usefully define intentionality (e.g., vis-à-vis subjectivity and consciousness), and how, as a matter of practice, researchers make inferences about intentional states on the basis of different types of behavioral data. To this end, we have asked all contributors to provide a brief review of current research in an area (in addition to describing their own research on a topic), and to address a common set of questions in their talks.

1. Philip David Zelazo, Introduction and overview
2. Amanda Woodward, Infant perception of intentional action
3. Christopher Moore, Intentional relations and social understanding in infancy
4. Dare Baldwin, Language learning: A window on emerging intentional understanding
5. Paul Bloom, Intentions, essences, and children�s understanding of everyday objects
6. Katherine Nelson, Social and relational perspectives on the development of intentionality
7. Robyn Fivush, Framing of questions for discussion

12:00- 1:00    Lunch (ad lib)

1:00- 2:45   Hatteras       Symposium

ORGANIZER: John P. Spencer, University of Iowa
PARTICIPANTS:
John P. Spencer, University of Iowa
Jodie M. Plumert & Alycia M. Hund, University of Iowa
Eric Satlow, Julia Sluzenski, & Nora Newcombe, Temple University
Janellen Huttenlocher, University of Chicago
Judy DeLoache, University of Virginia

The field of spatial cognition has had a rich empirical history, providing insights into how children organize actions in the world, remember the locations of objects, and use symbols as representations of real spaces. Although these insights are important in their own right, this symposium brings together researchers using spatial cognition as a model system to ask questions about how basic cognitive processes change over development.

The five talks in this symposium explore change in cognitive processes at different levels of complexity from micro, second-to-second neural processes to the more macro processes that underlie spatial reasoning and symbolic thought. The first speaker will present evidence from a neural network model that proposes that increases in the precision of interactions in working memory underlie both quantitative and qualitative changes in children�s ability to integrate location cues. The next talk discusses the integration of location cues over a longer time scale and presents a domain general view of category formation based on the relative weighting of cues. The third and fourth talks examine more macro cognitive processes�children�s ability to operate upon and reason about spatial information. The third talk examines children�s reasoning about spatial relations. The fourth talk presents evidence that young children rely on relative coding, rather than on formal measurement systems, when using maps. The final talk moves to the most macro level, examining children�s understanding of spatial symbols. Taken together, these presentations will illustrate that results from spatial tasks have domain-general implications and truly provide "a map to the child�s mind".

1:00- 2:45   May/Lookout      Symposium

Recent evidence has been accumulating of some surprising errors by 4-, 5-,
and 6-year-old children in certain new versions of both false belief and true belief tasks.  The goal of this symposium is to bring together the researchers who have examined these errors, to assess the robustness of
these errors and to evaluate their theoretical implications.  The errors in the newer tasks suggest that the classic belief tasks may overestimate what children know about representational mental states.  This is an important issue to address and resolve soon because the classic versions of the belief tasks are extensively used as assessment tools, and findings from the tasks provide foundation for current theories of cognitive development.

The presenters represent a combination of "expert" and "new" perspectives on assessing children's understanding of beliefs, and they are already familiar with each other's work which will allow a dialogue among the presentations as we try to arrive at some consensus. Josef Perner and Bill Fabricius examine the possibility that children might pass the false belief task by simply reasoning that Maxi does not know the chocolate is in B when he returns (because he doesn't see it), and that he would therefore look in the "wrong" place for it (in A, which happens to be the false belief location).  Both researchers discuss findings from new, 3-alternative false belief tasks.  Perner finds evidence that 4- and 5-year-olds understand false beliefs.  Fabricius, using a different questioning procedure, does not.  Fabricius and Ori Friedman present findings that 4- and 5-year-old children also fail to attribute true beliefs.  They use different tasks, but in each some change of location or contents leaves the true belief intact.  John Flavell will provide the discussion

3:00- 4:45   Hatteras          Symposium

ORGANIZER: Ulrich Müller, Penn State
PARTICIPANTS:
Adele Diamond & Natasha Kirkham; UMass Medical School (Shriver Center Campus), & Cornell University
Yuko Munakata & Benjamin Yerys, University of Denver, Colorado
Josef Perner & Birgit Lang, University of Salzburg
Ulrich Müller & Philip David Zelazo, University of Toronto
DISCUSSANT: Philip David Zelazo, University of Toronto

   The Dimensional Change Card Sorting task (DCCS) is one of the most frequently used measures of children's ability to use verbal rules to control their behavior, and as such, it has the potential to shed light on the development of the conscious control of thought and action. In the standard version of the task, children are required first to sort cards according to one pair of rules (e.g., color rules), and then to switch and sort the same cards according to another pair of rules (e.g., shape rules). Research has consistently shown that the majority of 3-year-olds perseverate on the pre-switch rules during the post-switch phase of the task. In addition, 3-year-olds perseverate on the preswitch rules despite being able to state the post-switch rules, which suggests that they display a dissociation between action and explicit knowledge. By 4 years of age, children typically sort correctly during the post-switch phase.

   The proposed symposium brings together 4 sets of researchers who have approached the DCCS from different theoretical perspectives. Adele Diamond and Natasha Kirkham will discuss the relation between the DCCS and task switching. Yuko Munakata and Benjamin Yerys will address the dissociation between action and verbal knowledge and examine the role of negative feedback on DCCS performance. Josef Perner and Birgit Lang will present recent data showing that performance on the DCCS hinges on the fact that it involves an extradimensional shift and employs target cards that create a "visual incongruency" on the ignored dimension. Ulrich Müller and Philip Zelazo will describe the results of recent research on the roles of selective attention and negative priming in the DCCS. Finally, Philip Zelazo will discuss the papers.

   By focusing on a single paradigm, the researchers are able to provide detailed models of the cognitive processes underlying rule use and its development during the preschool years. The presentation of these models in one symposium will clarify the similarities and differences between them, and raise questions for future research.

3:00- 4:45   May/Lookout       Symposium

Adults possess a coherent representation of the causal relations among events. This representation enables them to make predictions about future events, provide explanations of past events, and interpret current events in a causal manner. In addition, adults can produce interventions that demonstrate an understanding of causal structure. Those interventions may consist of acting on the world to produce a novel causal action or searching for hidden potential causes.

The goal of this symposium is to explore whether infants', children's, and non-human primates' understanding of causality shares this coherent structure. Investigating various ages and species allows us to examine different theoretical perspectives on the development of causal knowledge. All four papers, however, are motivated by a unifying theme: that the participants� own actions are related to and reflect their knowledge of causal structure.

In her paper, Sommerville will present research demonstrating that infants� own goal-directed reaching behavior is predictive of their understanding of human actor�s reaching. Sobel and Kushnir will show that preschool children can make inferences based on indirect evidence and use those inferences to intervene appropriately on objects to elicit causal effects. Although these two papers have similar findings, they argue for different theoretical perspectives. Schulz examines the role of interventions on slightly older children�s understanding of causal structure. While Sobel and Kushnir find that children can base interventions on their inferences, she finds they are also capable of the opposite: that children can use interventions to make inferences. Finally, Povinelli will present studies on behavior measures of the explanatory abilities of children and chimpanzees. His research explores whether both children�s and chimpanzees� search behavior reflects a desire and an ability to explain events in the world.

5:30-7:00   Henry I-II, & Charles    Poster Session 1
                Ocean Grand Foyer    Snacks & Cash Bar