Using the microgenetic method to investigate cognitive development: An introduction

Infant and Child Development

Volumn 16, Issue 1, 2007, Pages 1-6

  Flynn, Emma ^a   Pine, Karen ^b   Lewis, Charlie ^c  

^a UNIVERSITY OF ST ANDREWS   (United Kingdom)

^b UNIVERSITY OF HERTFORDSHIRE   (United Kingdom)

^c LANCASTER UNIVERSITY   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 33847616234     PISSN: 15227227     EISSN: 15227219     Source Type: Journal    
DOI: 10.1002/icd.503     Document Type: Review

References (29)

1. Alibali, M. W., & Goldin-Meadow, S. (1993). Gesture-speech mismatch and mechanisms of learning: What the hands reveal about a child's state of mind. Cognitive Psychology, 25, 468-523.
2. Blöte, A. W., Resing, W. C. M., Mazer, P., & van Noort, D. A. (1999). Young children's organizational strategies on a same-different task: A microgenetic study and a training study. Journal of Experimental Child Psychology, 74, 21-43.
3. Cheshire, A., Muldoon, K., Francis, B., Lewis, C., & Ball, L. (2007). Modelling change: New opportunities in the analysis of microgenetic data. Infant and Child Development, 16(1), 119-134.
4. Chetland, E., & Fluck, M. (2007). Children's performance on the 'give x' task: A microgenetic analysis of 'counting' and 'grabbing' behaviour. Infant and Child Development, 16(1), 35-51.
5. Flynn, E. (2006). A microgenetic investigation of stability and continuity in theory of mind development. British Journal of Developmental Psychology, 24, 631-654.
6. Flynn, E. (2007). The role of inhibitory control in false belief understanding. Infant and Child Development, 16(1), 53-69.
7. Flynn, E., O'Malley, C., & Wood, D. (2004). A longitudinal, microgenetic study of the emergence of false belief understanding and inhibition skills. Developmental Science, 7, 103-115.
8. Gelman, R., Romo, L., & Francis, W. S. (2002). Notebooks as windows on learning: The case of a science-into-ESL program. In N. Granott & J. Parziale (Eds.), Microdevelopment: Transition processes in development and learning (pp. 269-293). Cambridge, UK: Cambridge University Press.
9. Goldin-Meadow, S. (1999). The role of gestures in communication and thinking. Trends in Cognitive Science, 3, 419-429.
10. Goldin-Meadow, S., Alibali, M. W., & Church, R. B. (1993). Transitions in concept acquisition: Using the hand to read the mind. Psychological Review, 100, 279-297.
11. Granott, N., & Parziale, J. (2002). Microdevelopment: A process-oriented perspective for studying development and learning. In N. Granott & J. Parziale (Eds.), Microdevelopment: Transition processes in development and learning (pp. 1-28). Cambridge, UK: Cambridge University Press.
12. Karmiloff-Smith, A., & Inhelder, B. (1974). If you want to get ahead, get a theory. Cognition, 3(3), 195-212.
13. Miller, P., & Aloise-Young, P. (1996). Preschoolers' strategic behaviours and performance on a same-different task. Journal of Experimental Child Psychology, 60, 284-303.
14. Perry, M., & Lewis, J. L. (1999). Verbal imprecision as an index of knowledge in transition. Developmental Psychology, 35, 749-759.
15. Philips, S., & Tolmie, A. (2007). Children's performance on and understanding of the Balance Scale problem: The effects of parental support. Infant and Child Development, 16(1), 95-117.
16. Piaget, J. (1951) Play, dreams and imitation in childhood (2nd ed. 1962). London: Routledge and Kegan Paul.
17. Pine, K. J., Lufkin, N., & Messer, D. (2006). A microgenetic analysis of the relationship between speech and gesture: Evidence for temporal and semantic asynchrony. Language and Cognitive Processes. Published online 10th May 2006: http://www.journalsonline.tandf.co.uk/link.asp?id= e82635409kuk0221
18. Schlagmüller, M., & Schneider, W. (2002). The development of organizational strategies in children: Evidence from a microgenetic longitudinal study. Journal of Experimental Child Psychology, 81, 298-319.
19. Siegler, R. S. (1995). How does change occur: A microgenetic study of number conservation. Cognitive Psychology, 28, 225-273.
20. Siegler, R. S. (1996). Emerging minds: The process of change in children's thinking. New York: Oxford University Press.
21. Siegler, R. S. (2006). Microgenetic analyses of learning. In W. Damon & R. M. Lerner (Series Eds.) & D. Kuhn & R. S. Siegler (Vol. Eds.), Handbook of child psychology: Volume 2: Cognition, perception, and language (6th ed., pp. 464-510). Hoboken, NJ: Wiley.
22. Siegler, R. S., & Jenkins, E. A. (1989). How children discover new strategies. Hillsdale, NJ: Erlbaum.
23. Siegler, R. S., & Svetina, M. (2002). A microgenetic/cross-sectional study of matrix completion: Comparing short-term and long-term change. Child Development, 73, 793-809.
24. Thornton, S. (1999). Creating the conditions for cognitive change: The interaction between task structures and specific strategies. Child Development, 70, 588-603.
25. Tunteler, E., & Resing, W. (2007). Change in spontaneous analogical transfer over time in young children: A microgenetic study. Infant and Child Development.
26. van Dijk, M., & van Geert, R (2007). 'Wobbles, humps and sudden jumps': A case study of continuity, discontinuity and variability in early language development. Infant and Child Development.
27. Vygotsky, L. S. (1930/1978). Mind in society: The development of higher mental processes. Cambridge, MA: Harvard University Press (original works published in 1930,1933, and 1935).
28. Werner, H. (1948). Comparative psychology of mental development. New York: International University Press.
29. Werner, H. (1956). Microgenesis and aphasia. Journal of Abnormal and Social Psychology, 52, 347-353.