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Modifications in children's representational systems and levels of accessing knowledge

In B. de Gelder (ed.), Knowledge and Representation. Routledge & Kegan Paul (1982)

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  1. The last of Clever Hans?Derek Bickerton - 1983 - Behavioral and Brain Sciences 6 (1):141-142.
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  • Resemblance and imaginal representation.Ned Block - 1983 - Behavioral and Brain Sciences 6 (1):142-143.
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  • The mental representation of action.Jennifer J. Freyd - 1983 - Behavioral and Brain Sciences 6 (1):145-146.
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  • The representational codes for “sameness”.David S. Olton - 1983 - Behavioral and Brain Sciences 6 (1):154-154.
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  • Abstract codes are not just for chimpanzees.Thomas R. Zentall - 1983 - Behavioral and Brain Sciences 6 (1):157-158.
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  • Images, labels, concepts, and propositions: Some reservations regarding Premack's “abstract code”.Arthur C. Danto - 1983 - Behavioral and Brain Sciences 6 (1):143-144.
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  • Why it is unsurprising that ape “language training” enhances “completing incomplete (external) representations of action”.Justin Leiber - 1983 - Behavioral and Brain Sciences 6 (1):151-151.
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  • A new abstract code or the new possibility of multiple codes?Annette Karmiloff Smith - 1983 - Behavioral and Brain Sciences 6 (1):149-150.
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  • Can you decode a code?Donald M. Baer - 1983 - Behavioral and Brain Sciences 6 (1):138-139.
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  • The codes of man and beasts.David Premack - 1983 - Behavioral and Brain Sciences 6 (1):125-136.
    Exposing the chimpanzee to language training appears to enhance the animal's ability to perform some kinds of tasks but not others. The abilities that are enhanced involve abstract judgment, as in analogical reasoning, matching proportions of physically unlike exemplars, and completing incomplete representations of action. The abilities that do not improve concern the location of items in space and the inferences one might make in attempting to obtain them. Representing items in space and making inferences about them could be done (...)
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  • The abstract code as a translation device.David Premack - 1983 - Behavioral and Brain Sciences 6 (1):158-167.
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  • The pros and cons of having a word for it.S. F. Walker - 1983 - Behavioral and Brain Sciences 6 (1):156-157.
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  • Representation without process?John R. Anderson - 1983 - Behavioral and Brain Sciences 6 (1):137-138.
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  • Codes, relations, and mappings.J. Wesley Hutchinson - 1983 - Behavioral and Brain Sciences 6 (1):149-149.
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  • A code by any other name ….Marc Marschark - 1983 - Behavioral and Brain Sciences 6 (1):151-152.
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  • Cognition and comparative psychology.George A. Miller - 1983 - Behavioral and Brain Sciences 6 (1):152-153.
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  • Language training versus training in relations.Lyn Haber - 1983 - Behavioral and Brain Sciences 6 (1):146-147.
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  • When is a picture worth so many words?Ralph Norman Haber - 1983 - Behavioral and Brain Sciences 6 (1):147-148.
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  • Effects of language training: Some comparative considerations.Victor H. Denenberg - 1983 - Behavioral and Brain Sciences 6 (1):144-145.
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  • Tags, alphabets, and the neglect of sound.Stewart H. Hulse - 1983 - Behavioral and Brain Sciences 6 (1):148-149.
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  • Does language training affect the code used by chimpanzees?: Some cautions and reservations.H. L. Roitblat - 1983 - Behavioral and Brain Sciences 6 (1):155-156.
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  • Doubts about the importance of language training and the abstract code.William A. Roberts - 1983 - Behavioral and Brain Sciences 6 (1):154-155.
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  • Needed: Some specifics for an imaginal code.Richard Millward - 1983 - Behavioral and Brain Sciences 6 (1):153-154.
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  • Getting developmental differences or studying child development?Annette Karmiloff-Smith - 1981 - Cognition 10 (1-3):151-158.
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  • Intellectual codes.Jonathan Bennett - 1983 - Behavioral and Brain Sciences 6 (1):139-141.
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