The Scientist in the Crib: What Early Learning Tells Us About the Mind

By Alison Gopnik, Andrew N. Meltzoff, Patricia K. Kuhl. 2000

267 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/fa9be26643cee6ddd31fa00b73d18ed65f33a740

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Citations in the corpus

The correlative triad among aging, dopamine, and cognition: current status and future prospects. (2006, background): “Second, there is a reduction of synapses that progresses from childhood through adulthood to old age, which may reflect both adaptive, plastic processes during development and predominantly non-adaptive loss in late life (Gopnic et al., 1999).”
Children's Need to Know: Curiosity in Schools (2011, background): “From Piaget (1969) to Gopnik, Meltzoff, and Kuhl (2000), we see overwhelming evidence that children are naturally curious.”
Toward an Integration of Deep Learning and Neuroscience (2016, background): “Such ideas of active learning and “child as scientist” go back to Piaget and have been elaborated more recently (Gopnik et al., 2000).”
Learning 'From Nobody': The Limited Role of Teaching in Folk Models of Children's Development (2010, unknown): “The Scientist in the Crib by Gopnik et al. 2000).”
Nurturing Nature: How Brain Development Is Inherently Social and Emotional, and What This Means for Education (2019, background): “These activities allow babies to develop secure attachments, a sense of safety, and a capacity to explore, all of which promote their later ability to notice others’ feelings and behaviors and to care for others, as well as to develop confidence in using their own resources for learning (Gopnik et a”
Measuring Early Care and Education Quality (2018, background): “Piaget’s constructivist learning theory suggests that cognitive skills develop through deep engagement in age-appropriate activities in the environment (5).”