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Price, Richard. 2013. [http://oxford.academia.edu/RichardPrice/Posts/655084/Is-what-it-is-like-to-be-me-different-from-what-it-is-like-to-be-my-twin--br--br--div-Imagine-that-y Is what it is like to be me different from what it is like to be my twin?]. April?. San Francisco, CA: oxford.academia.edu/RichardPrice/Posts. |
Price, Richard. 2013. [http://oxford.academia.edu/RichardPrice/Posts/655084/Is-what-it-is-like-to-be-me-different-from-what-it-is-like-to-be-my-twin--br--br--div-Imagine-that-y Is what it is like to be me different from what it is like to be my twin?]. April?. San Francisco, CA: oxford.academia.edu/RichardPrice/Posts. |
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'''Developmental Psychology''' |
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de Hevia, M. D., Izard, V., Coubart, A., Spelke, E. S., & Streri, A. (in press). Representations of space, time, and number in neonates. Proceedings of the National Academy of Sciences. doi:10.1073/pnas.1323628111. |
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Izard, V., Streri, A., & Spelke, E. S. (in press). Towards exact numbers: Understanding exact equality. Cognitive Psychology. |
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Huang, Y. & Spelke, E. S. (in press). Core knowledge and the emergence of symbols: The case of maps. Journal of Cognition and Development. doi: 10.1080/15248372.2013.784975. |
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Heiphetz, L., Spelke, E. S., Harris, P. L., & Banaji, M. R. (2014). What do different beliefs tell us? An examination of factual, opinion-based, and religious beliefs. Cognitive Development, 30, 15-29. |
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Cogsdill, E., Todorov, A., Spelke, E. S., & Banaji, M. R. (Advanced online publication). Inferring character from faces: A developmental study. Psychological Science. doi:10.1177/0956797614523297. |
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Hyde, D. C., Khanum, S., & Spelke, E. S. (2014). Brief non-symbolic, approximate number practice enhances subsequent exact symbolic arithmetic in children. Cognition, 131, 92-107. |
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Coubart, A., Izard, V., Spelke, E. S. , Marie, J., & Streri, A. (2014). Dissociation between small and large numerosities in newborn infants. Developmental Science, 17, 11-22. |
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Skerry, A. E. & Spelke, E. S. (2014). Preverbal infants identify emotional reactions that are incongruent with goal outcomes. Cognition, 130, 204-216. |
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Izard, V., O’Donnell, E., & Spelke, E. S. (2013). Reading angles in maps. Child Development, 85, 237-249. |
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Spelke, E. S. (2013). Developmental sources of social divisions. In A. M. Battro, S. Dehaene, & W. J. Singer (Eds.), Neurosciences and the Human Person: New Perspectives on Human Activities, Pontifical Academy of Sciences, Scripta Varia, 121. Vatican City. |
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Skerry, A. E., Carey, S. E., & Spelke, E. S. (2013). First-person action experience reveals sensitivity to action efficiency in prereaching infants. Proceedings of the National Academy of Sciences, 110, 18728–18733. |
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Mehr S. A., Schachner, A., Katz, R. C., & Spelke, E. S. (2013). Two randomized trials provide no consistent evidence for nonmusical cognitive benefits of brief preschool music enrichment. PLOS ONE, 8, e82007. |
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Heiphetz, L., Spelke, E. S., & Banaji, M. R. (2013). Patterns of implicit and explicit attitudes in children and adults: Tests in the domain of religion. Journal of Experimental Psychology: General, 142, 864-879. |
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Heiphetz, L., Spelke, E. S., Harris, P. L., & Banaji, M. R. (2013). The development of reasoning about beliefs: Fact, preference, and ideology. Journal of Experimental Social Psychology, 49, 559-565. |
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Banerjee, K., Haque, O.S., & Spelke, E. S. (2013). Melting lizards and crying mailboxes: Children's preferential recall of minimally counterintuitive concepts. Cognitive Science, 37, 1251-1289. |
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Olson, K. R., Heberlein, A. S., Kensinger, E., Burrows, C., Dweck, C. S., Spelke, E. S., & Banaji, M. R. (2013). The role of forgetting in undermining good intentions. PLOS ONE, 8, e79091. |
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de Hevia, M. D. & Spelke, E. S. (2013). Not all continuous dimensions map equally: Number-brightness mapping in human infants. PLOS ONE, 8, e81241. |
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Powell, L. J., & Spelke, E. S. (2013). Preverbal infants expect members of social groups to act alike. Proceedings of the National Academy of Sciences, 110, E3965-E3972. |
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Spaepen, E., Coppola, M., Flaherty, M., Spelke, E. S., & Goldin-Meadow, S. (2013). Generating a lexicon without a language model: Do words for number count? Journal of Memory and Language, 69, 496-505. |
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Lee, S. A., Vallortigara, G., Flore, M., Spelke, E. S., & Sovrano, V. A. (2013). Navigation by environmental geometry: The use of zebrafish as a model. The Journal of Experimental Biology, 216, 3693-3699. |
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Dillon, M. R., Huang, Y., & Spelke, E. S. (2013). Core foundations of abstract geometry. Proceedings of the National Academy of Sciences, 110, 14191-14195. |
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Piazza, M., Pica, P., Izard, V., Spelke, E. & Dehaene, S. (2013). Education enhances the acuity of the non-verbal approximate number system. Psychological Science, 24, 1037-1043. |
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Winkler-Rhoades, N., Carey, S. & Spelke, E. S. (2013). Two-year-old children interpret abstract, purely geometric maps. Developmental Science, 16, 365-376. |
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Spelke, E. S., Bernier, E. P., & Skerry, A. E. (2013). Core Social Cognition. In M. R. Banaji & S. A. Gelman (Eds.), Navigating the Social World: What Infants, Children, and Other Species Can Teach Us. Oxford University Press. |
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Huang, Y., Spelke, E. S., & Snedeker, J. (2013). What exactly do number words mean? Language Learning and Development, 9, 105-129. |
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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. |
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Kinzler, K. D., Dupoux, E., & Spelke, E. S. (2013). "Native" objects and collaborators: Infants’ object choices and acts of giving reflect favor for native over foreign speakers. Journal of Cognition and Development, 13, 67-81. |
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Hyde, D. C., & Spelke, E. S. (2012). Spatiotemporal dynamics of processing nonsymbolic number: An event-related potential source localization study. Human Brain Mapping, 33, 2189-2203. |
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McCrink, K., Spelke, E. S., Dehaene, S., & Pica, P. (2012). Non-Symbolic Halving in an Amazonian Indigene Group. Developmental Science, 16, 451-462. |
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Lee, S. A., Winkler-Rhoades, N. & Spelke, E. S. (2012). Spontaneous reorientation is guided by perceived surface distance. PLoS-ONE, 7,, e51373. doi:10.1371/journal.pone.0051373 |
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Lee, S. A., Spelke, E. S., Vallortigara, G. (2012). Chicks, like children, spontaneously reorient by three-dimensional environmental geometry, not by image matching. Biology Letters. 8, 492-494. |
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Spelke, E. S., & Lee, S. A. (2012). Core Systems of Geometry in Animal Minds. Philosophical Transactions of the Royal Society, B. 367, 2784-93. |
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Kinzler, K. D., Shutts, K., & Spelke, E. S. (2012). Language-based social preferences among children in South Africa. Language Learning and Development, 8, 215-232. |
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de Hevia, M. D., Vanderslice, M., & Spelke, E. S. (2012). Cross-dimensional mapping of number, length and brightness by preschool children. PLoS ONE, 7, e35530. |
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Beier, J. S., & Spelke, E. S. (2012). Infants' developing understanding of social gaze. Child Development, 83, 486-496. |
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Lee, S. A., Sovrano, V. A., & Spelke E. S. (2012). Navigation as a source of geometric knowledge: Young children’s use of length, angle, distance, and direction in a reorientation task. Cognition, 123(1), 144–161. |
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Spelke, E. S. (2011). Core systems and the growth of human knowledge: Natural geometry. In A. M. Battro, S. Dehaene, & W. J. Singer (Eds.), The Proceedings of the Working Group on Human Neuroplasticity and Education: Vol. 117. Human Neuroplasticity and Education (pp. 73-99). Vatican City, Italy: The Pontifical Academy of Sciences. |
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Shutts, K., Kinzler, K. D., Katz, R. C., Tredoux, C., & Spelke, E. S. (2011). Race preferences in children: Insights from South Africa. Developmental Science, 14(6), 1283-1291. |
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Bonawitz, E. B., Shafto, P., Gweon, H., Goodman, N., Spelke, E. & Schulz, L. E. (2011). The double-edged sword of pedagogy: Teaching limits children’s spontaneous exploration and discovery. Cognition, 120(3), 322-330. |
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Izard, V., Pica, P., Spelke, E. S., & Dehaene, S. (2011). Flexible intuitions of Euclidean geometry in an Amazonian indigene group. Proceedings of the National Academy of Sciences, 108(24), 9782-9787. |
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Olson, K. R., Dweck, C. S., Spelke, E. S., & Banaji, M. R. (2011). Children's responses to group-based inequalities: Perpetuation and rectification. Social Cognition, 29(3), 270–287. |
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Dilks, D. D., Julian, J. B., Kubilius, J., Spelke, E. S., & Kanwisher, N. (2011). Mirror-image sensitivity and invariance in object and scene processing pathways. The Journal of Neuroscience, 31, 11305-11312. |
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Shusterman, A., Lee, S. A., & Spelke, E. S. (2011). Cognitive effects of language on human navigation. Cognition, 120(2), 186-201. |
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Spelke, E. S., Gilmore, C. K., & McCarthy, S. (2011). Kindergarten children's sensitivity to geometry in maps. Developmental Science, 14(4), 809–821. |
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Spelke, E. S. (2011). Natural number and natural geometry. In E. Brannon & S. Dehaene (Eds.), Attention and Performance Vol. 24. Space, Time and Number in the Brain: Searching for the Foundations of Mathematical Thought (pp. 287-317). Oxford, United Kingdom: Oxford University Press. |
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Izard, V., Pica, P., Dehaene, S., Hinchey, D., & Spelke, E. S. (2011). Geometry as a universal mental construction. In E. Brannon & S. Dehaene (Eds.), Attention and Performance Vol. 24. Space, Time and Number in the Brain: Searching for the Foundations of Mathematical Thought (pp. 319-332).Oxford, United Kingdom: Oxford University Press. |
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Hyde, D. C., Winkler-Rhoades, N., Lee, S. A., Izard, V., Shapiro, K. A., & Spelke, E. S. (2011). Spatial and numerical abilities without a complete natural language. Neuropsychologia, 49(5), 924-936. |
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Hyde, D. C., & Spelke, E. S. (2011). Neural signatures of number processing in human infants: Evidence for two core systems underlying numerical cognition. Developmental Science, 14(2), 360-371. |
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Kinzler, K. D., & Spelke, E. S. (2011). Do infants show social preferences for people differing in race? Cognition, 119, 1-9. |
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Spaepen, E., Coppola, M., Spelke, E. S., Carey, S., & Goldin-Meadow, S. (2011). Number without a language model. Proceedings of the National Academy of Sciences, 108(8), 3163-3168. |
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Lee, S. A., & Spelke, E. S. (2011). Young children reorient by computing layout geometry, not by matching images of the environment. Psychonomic Bulletin & Review, 18(1), 192-198. |
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Spelke, E. S. (2010). Innateness, choice, and language. In J. Bricmont & J. Franck (Eds.), Chomsky Notebook (pp. 203-210). New York: Columbia University Press. [Originally published in French: Spelke, E. S. (2007). Innéisme, liberté et langage. In J. Bricmont & J. Franck (Eds.), Cahier nº 88: Noam Chomsky (pp. 197-201). Paris: L'Herne.] |
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McCrink, K., & Spelke, E. S. (2010). Core multiplication in childhood. Cognition, 116, 204-216. |
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Huang, Y. T., Spelke, E. S., & Snedeker, J. (2010). When is four far more than three? Children's generalization of newly acquired number words. Psychological Science, 21(4), 600-606. |
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de Hevia, M. D. & Spelke, E. S. (2010). Number-space mapping in human infants. Psychological Science, 21(5), 653-660. |
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Lee, S. A., & Spelke, E. S. (2010). Two systems of spatial representation underlying navigation. Experimental Brain Research, 206, 179-188. |
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Pyers, J. E., Shusterman, A., Senghas, A., Spelke, E. S., & Emmorey, K. (2010). Evidence from an emerging sign language reveals that language supports spatial cognition. Proceedings of the National Academy of Sciences, 107(27), 12116-12120. |
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Lee, S. A., & Spelke, E. S. (2010). A modular geometric mechanism for reorientation in children. Cognitive Psychology, 61(2), 152-176. |
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Spelke, E. S., Lee, S. A., & Izard, V. (2010). Beyond core knowledge: Natural geometry. Cognitive Science, 34(5), 863-884. |
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Gilmore, C. K., McCarthy, S. E., & Spelke, E. S. (2010). Non-symbolic arithmetic abilities and mathematics achievement in the first year of formal schooling. Cognition, 115(3), 394-406. |
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Shutts, K., Banaji, M. R., & Spelke, E. S. (2010). Social categories guide young children's preferences for novel objects. Developmental Science, 13(4), 599-610. |
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Spelke, E. S. (2009). Forum: Elizabeth S. Spelke. In M. Tomasello, Why We Cooperate (pp. 149-172). Cambridge, MA: The MIT Press. |
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Izard, V. & Spelke, E. S. (2009). Development of sensitivity to geometry in visual forms. Human Evolution, 24, 213-248. |
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Shutts, K., Ornkloo, H., von Hofsten, C., Keen, R., & Spelke, E. S. (2009). Young children's representations of spatial and functional relations between objects. Child Development, 80, 1612-1627. |
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Shutts, K., Kinzler, K. D., McKee, C. B., & Spelke, E. S. (2009). Social information guides infants' selection of foods. Journal of Cognition and Development, 10(1-2), 1-17. |
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Kinzler, K. D., Shutts, K., De Jesus, J., & Spelke, E. S. (2009). Accent trumps race in guiding children's social preferences. Social Cognition, 27(4), 623-634. |
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Fagard, J., Spelke, E. S., von Hofsten, C. (2009). Reaching and grasping a moving object in 6-, 8-, and 10-month-old infants: Laterality and performance. Infant Behavior & Development, 32(2), 137-146. |
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Shutts, K., Condry, K. F., Santos, L. R., & Spelke, E. S. (2009). Core knowledge and its limits: The domain of food. Cognition, 112(1), 120-140. |
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Platt, M. L., & Spelke, E. S. (2009). What can developmental and comparative cognitive neuroscience tell us about the adult human brain? Current Opinion in Neurobiology, 19(1). 1-5. |
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Platt, M. L., & Spelke, E. S. (Eds.). (2009). Cognitive neuroscience [February Issue]. Current Opinion in Neurobiology, 19(1). |
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Izard, V., Sann, C., Spelke, E. S. & Streri, A. (2009). Newborn infants perceive abstract numbers. Proceedings of the National Academy of Sciences, 106(25), 10382-10385. |
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Hyde, D. C., & Spelke, E. S. (2009). All numbers are not equal: An electrophysiological investigation of small and large number representations. Journal of Cognitive Neuroscience, 21(6), 1039-1053. |
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Barth, H., Baron, A., Spelke, E., & Carey, S. (2009). Children's multiplicative transformations of discrete and continuous quantities. Journal of Experimental Child Psychology, 103, 441-454. |
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de Hevia, M. D., & Spelke, E. S. (2009). Spontaneous mapping of number and space in adults and young children. Cognition, 110(2), 198-207. |
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Dehaene, S., Pica, P., Izard, V., & Spelke, E. S. (2009). Response to comment on log or linear? Distinct intuitions of the number scale in Western and Amazonian indigine cultures. Science, 323, 38. |
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Shutts, K., Markson, L., & Spelke, E. S. (2009). The developmental origins of animal and artifact concepts. In B. Hood & L. Santos (Eds.), The Origins of Object Knowledge (pp. 189-210). Oxford: Oxford University Press. |
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Hespos, S.J., Gredeback, G., von Hofsten, C., & Spelke, E. S. (2009). Occlusion is hard: Comparing predictive reaching for visible and hidden objects in infants and adults. Cognitive Science, 33, 1483–1502. |
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Spelke, E. S., & Kinzler, K. D. (2009). Innateness, learning and rationality. Child Development Perspectives, 3, 96-98. |
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Spelke, E. S., & Ellison, K. (2009) Gender, math and science. In C.H. Sommers (Ed.), The Science of Women in Science. Washington, DC:AEI Publications. |
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Lee, S. A., & Spelke, E. S. (2008). Children's use of geometry for reorientation. Developmental Science, 11(5), 743-749. |
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Barth, H., Beckmann, L., & Spelke, E. (2008). Nonsymbolic, approximate arithmetic in children: Abstract addition prior to instruction. Developmental Psychology, 44(5), 1466-1477. |
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Dehaene, S., Izard, V., Spelke, E. S., Pica, P. (2008). Log or linear? Distinct intuitions of the number scale in Western and Amazonian cultures. Science, 320, 1217-1220. |
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Olson, K. R., & Spelke, E. S. (2008). Foundations of cooperation in young children. Cognition, 108(1), 222-231. |
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Izard, V., Pica, P., Spelke, E. S., & Dehaene, S. (2008). Exact equality and successor function: Two key concepts on the path towards understanding exact numbers. Philosophical Psychology, 21(4), 491-505. |
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Gilmore, C. K., & Spelke, E. S. (2008). Children's understanding of the relationship between addition and subtraction. Cognition, 107(3), 932-945. |
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Shusterman, A. B., Lee, S. A., & Spelke, E. S. (2008). Young children's spontaneous use of geometry in maps. Developmental Science. 11(2), F1-F7. |
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Spelke, E. S. (2008). Effects of music instruction on developing cognitive systems at the foundations of mathematics and science. Learning, Arts and the Brain: The Dana Consortium Report on Arts and Cognition. NY/Washington D.C.: Dana Press. |
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Condry, K. F., & Spelke, E. S. (2008). The development of language and abstract concepts: The case of natural number. Journal of Experimental Psychology: General, 137(1), 22-38. |
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Olson, K. R., Dunham, Y., Dweck, C. S., Spelke, E. S., & Banaji, M. (2008). Judgments of the lucky across development and culture. Journal of Personality and Social Psychology, 94(5), 757-776. |
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Cappelletti, M., Barth, H., Fregni, F., Spelke, E. S., & Pascual-Leone, A. (2007). rTMS over the intraparietal sulcus disrupts numerosity processing. Experimental Brain Research, 179(4), 631-642. |
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Ganea, P. A., Shutts, K., Spelke, E. S., & DeLoache, J. S. (2007). Thinking of things unseen: Infants' use of language to update mental representations. Psychological Science, 18(8), 734-739. |
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Gilmore, C. K., McCarthy, S. E., & Spelke, E. S. (2007). Symbolic arithmetic knowledge without instruction. Nature, 447, 589-591. |
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Kinzler, K. D., Dupoux, E., & Spelke, E. S. (2007). The native language of social cognition. Proceedings of the National Academy of Sciences, 104(30), 12577-12580. |
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Kinzler, K. D., & Spelke, E. S. (2007). Core systems in human cognition. Progress in Brain Research, 164, 257-264. |
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Spaepen, E. U. & Spelke, E. S. (2007). Will any doll do? Twelve-month-olds' reasoning about goal objects. Cognitive Psychology, 54(2), 133-154. |
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Spelke, E. S., & Kinzler, K. D. (2007). Core knowledge. Developmental Science, 10, 89-96. |
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Barth, H., La Mont, K., Lipton, J., Dehaene, S., Kanwisher, N., & Spelke, E. S. (2006). Non-symbolic arithmetic in adults and young children. Cognition, 98(3), 199-222. |
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Dehaene, S., Izard, V., Pica, P., & Spelke, E. S. (2006). Core knowledge of geometry in an Amazonian indigene group. Science, 311, 381-384. |
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Dehaene, S., Izard, V., Pica, P., & Spelke, E. S. (2006). Examining knowledge of geometry: Response to Wulff and Delson. Science, 312, 1310. |
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Olson, K., Banaji, M., Dweck, C., & Spelke, E. S. (2006). Children’s evaluations of lucky and unlucky people and their social groups. Psychological Science, 17, 845-846. |
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Lee, S. A., Shusterman, A., & Spelke, E. S. (2006). Reorientation and landmark-guided search by young children: Evidence for two systems. Psychological Science, 17(7), 577-582. |
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Lipton, J. S., & Spelke, E. S. (2006). Preschool children master the logic of number word meanings. Cognition, 98(3), B57-B66. |
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Markson, L., & Spelke, E. S. (2006). Infants' rapid learning about self-propelled objects. Infancy, 9(1), 45-71. |
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Shutts, K., Keen, R., & Spelke, E. S. (2006). Object boundaries influence toddlers' performance in a search task. Developmental Science, 9(1), 97-107. |
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Spelke, E. S., & Grace, A. D. (2006). Abilities, motives, and personal styles: Reply to Ackerman, Dai & Gridley. American Psychologist, 61(7), 725-726. |
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Spelke, E. S., & Grace, A. D. (2006). Sex, math, and science. In S. Ceci & W. Williams (Eds.), Why aren't more women in science? Top gender researchers debate the evidence, Washington, DC: APA Publications. |
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Barth, H., La Mont, K., Lipton, J., & Spelke, E. S. (2005). Abstract number and arithmetic in young children. Proceedings of the National Academy of Sciences, 102(39), 14116-14121. |
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Lipton, J. S., & Spelke, E. S. (2005). Preschool children's mapping of number words to nonsymbolic numerosities. Child Development, 76(5), 978-988. |
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Shusterman, A., & Spelke, E. S. (2005). Language and the development of spatial reasoning. In P. Carruthers, S. Laurence, & S. Stich (Eds.), The innate mind: Structure and contents, New York, NY: Oxford University Press, 89-106. |
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Spelke, E. S. (2005). Sex differences in intrinsic aptitude for mathematics and science: A critical review. American Psychologist, 60, 950-958. |
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Wood, J. N., & Spelke, E. S. (2005). Chronometric studies of numerical cognition in five-month-old infants. Cognition, 97(1), 23-39. |
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Wood, J. N., & Spelke, E. S. (2005). Infants' enumeration of actions: Numerical discrimination and its signature limits. Developmental Science, 8(2), 173-181. |
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Xu, F., Spelke, E. S., & Goddard, S. (2005). Number sense in human infants. Developmental Science, 8(1), 88-101. |
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Feigenson, L., Dehaene, S. & Spelke, E. S. (2004). Core systems of number. Trends in Cognitive Sciences, 8(10), 307-314. |
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Feigenson, L., Dehaene, S., & Spelke, E. S. (2004). Origins and endpoints of the core systems of number: Reply to Fias and Verguts. Trends in Cognitive Sciences, 8(10), 448-449. |
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Hauser, M. D., & Spelke, E. S. (2004). Evolutionary and developmental foundations of human knowledge: A case study of mathematics. In M. Gazzaniga (Ed.), The Cognitive Neurosciences, Vol. 3. Cambridge: MIT Press. |
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Hespos, S. J., & Spelke, E. S. (2004). Conceptual precursors to language. Nature, 430, 453-456. |
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Lipton, J. S., & Spelke, E. S. (2004). Discrimination of large and small numerosities by human infants. Infancy, 5(3), 271-290. |
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Molina, M., Van de Walle, G. A., Condry, K. & Spelke, E. S. (2004). The animate-inanimate distinction in infancy: Developing sensitivity to constraints on human actions. Journal of Cognition and Development, 5(4), 399-426. |
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Shutts, K., & Spelke, E. S. (2004). Straddling the perception-conception boundary. Developmental Science, 7(5), 507-511. |
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Streri, A., Gentaz, E., Spelke, E., & Van de Walle, G. A. (2004). Infants' haptic perception of object unity in rotating displays. Quarterly Journal of Experimental Psychology, 57A(3), 523-538. |
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Spelke, E. S. (2004). Core knowledge. In N. Kanwisher & J. Duncan (Eds.), Attention and Performance: Vol. 20. Functional neuroimaging of visual cognition (pp. 29-56).Oxford, United Kingdom: Oxford University Press. |
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Barth, H., Kanwisher, N., & Spelke, E. (2003). The construction of large number representations in adults. Cognition, 86(3), 201-221. |
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Hauser, M. D., Tsao, F., Garcia, P., & Spelke, E. S. (2003). Evolutionary foundations of number: spontaneous representation of numerical magnitudes by cotton-top tamarins. Proceedings of the Royal Society, London, B 270: 1441-1446. |
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Lemer, C., Dehaene, S., Spelke, E., & Cohen, L. (2003). Approximate quantities and exact number words: Dissociable systems. Neuropsychologia, 41(14), 1942-1958. |
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Lipton, J. S., & Spelke, E. S. (2003). Origins of number sense: Large number discrimination in human infants. Psychological Science, 14(5), 396-401. |
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Smith, W. C., Johnson, S. C. & Spelke, E. S. (2003). Motion and edge sensitivity in perception of object unity. Cognitive Psychology, 46, 31-64. |
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Spelke, E. S. (2003). Developing knowledge of space: Core systems and new combinations. In S. M. Kosslyn & A. Galaburda (Eds.), Languages of the Brain. Cambridge, MA: Harvard Univ. Press. |
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Spelke, E. S. (2003). Gibson's work 'an extended reply to Helmholtz.' American Psychological Society observer, 16(4). |
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Spelke, E. S. (2003). What makes us smart? Core knowledge and natural language. In D. Gentner and S. Goldin-Meadow (Eds.), Language in Mind: Advances in the Investigation of Language and Thought. Cambridge, MA: MIT Press. |
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Wang, R. F., & Spelke, E. S. (2003). Comparative approaches to human navigation. In K. Jeffrey (Ed.), The Neurobiology of Spatial Behavior. Oxford University Press. |
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Feigenson, L., Carey, S., & Spelke, E. S. (2002). Infants' discrimination of number vs. continuous extent. Cognitive Psychology, 44, 33-66. |
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Phillips, A., Wellman, H., & Spelke, E. (2002). Infants' ability to connect gaze and emotional expression as cues to intentional action. Cognition, 85(1), 53-78. |
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Santos, L. R., Hauser, M. D., & Spelke, E. S. (2002). Domain-specific knowledge in human children and non-human primates: Artifact and food kinds. In M. Bekoff (Ed.), The Cognitive Animal. Cambridge, MA: MIT Press. |
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Spelke, E. S. (2002). Developmental neuroimaging: A developmental psychologist looks ahead. Developmental Science, 5(3), 392-396. |
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Spelke, E. S., & Hespos, S. J. (2002). Conceptual development in infancy: The case of containment. In N. L. Stein, P. J. Bauer, & M. Rabinowitch (Eds.), Representation, Memory, and Development: Essays in honor of Jean Mandler. Hillsdale, NJ: Erlbaum. |
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Wang, R. F., & Spelke, E. S. (2002). Human spatial representation: Insights from animals. Trends in Cognitive Sciences, 6(9), 376-382. |
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Gouteux, S., & Spelke, E. S. (2001). Children's use of geometry and landmarks to reorient in an open space. Cognition, 81(2). 119-148. |
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Munakata, Y., Santos, L., R. Spelke, E. S., Hauser, M. D., & O'Reilly, R. C. (2001). Visual representation in the wild: How rhesus monkeys parse objects. Journal of Cognitive Neuroscience, 13, 44-58. |
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Santos, L. R., Hauser, M. D., & Spelke, E. S. (2001). Recognition and categorization of biologically significant objects by rhesus monkeys (macaca mulatta): The domain of food. Cognition, 82(2). 127-155. |
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Spelke, E. S., & Hespos, S. J. (2001). Continuity, competence, and the object concept. In E. Dupoux (Ed.), Language, brain, and cognitive development: Essays in honor of Jacques Mehler (pp. 325-340). Cambridge, MA: Bradford/MIT Press. |
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Spelke, E. S., & von Hofsten, C. (2001). Predictive reaching for occluded objects by 6-month-old infants. Journal of Cognition and Development, 2(3), 261-281. |
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Spelke, E. S., & Tsivkin, S. (2001). Initial knowledge and conceptual change: Space and number. In M. Bowerman & S. Levinson (Eds.), Language acquisition and conceptual development. Cambridge, UK: Cambridge University Press. |
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Spelke, E. S., & Tsivkin, S. (2001). Language and number: A bilingual training study. Cognition, 78, 45-88. |
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Condry, K. F., Smith, W. C., & Spelke, E. S. (2000). Development of perceptual organization. In F. Lacerda & M. Heiman (Eds.), Emerging Cognitive Abilities in Early Infancy. Hillsdale, NJ: Erlbaum. |
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von Hofsten, C., Feng, Q., & Spelke, E. S. (2000). Object representation and predictive action in infancy. Developmental Science, 3, 193-205. |
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Spelke, E. S. (2000). Core knowledge. American Psychologist, 55, 1233-1243. |
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Spelke, E. S. (2000). Perceptual development is an intrinsic process. In R. Atkinson et al (Eds.), Hilgard's Introduction to Psychology, p. 186. Ft. Worth, TX: Harcourt College Publishers. (Reprinted in Smith, Bem, and Nolen-Hoeksema (Eds.), Fundamentals of Psychology, p. 150. Ft. Worth, TX: Harcourt College Publishers.) |
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Wang, R. F., & Spelke, E. S. (2000). Updating egocentric representations in human navigation. Cognition, 77(3), 215-250. |
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Xu, F., & Spelke, E. S. (2000). Large number discrimination in 6-month-old infants. Cognition, 74, B1-B11. |
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Dehaene, S., Spelke, E. S., Pinel, P., Stanescu, R., & Tsivkin, S. (1999). Sources of mathematical thinking: Behavioral and brain-imaging evidence. Science, 284, 970-974. |
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Hermer-Vasquez, L., Spelke, E. S., & Katsnelson, A. S. (1999). Sources of flexibility in human cognition: Dual-task studies of space and language. Cognitive Psychology, 39, 3-36. |
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Jusczyk, P. W., Johnson, S. P., Spelke, E. S., & Kennedy, L. J. (1999). Synchronous change and perception of object unity: Evidence from adults and infants. Cognition, 71, 257-288. |
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Kim, I. K., & Spelke, E. S. (1999). Perception and understanding of effects of gravity and inertia on object motion. Developmental Science, 2(3), 339-362. |
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Spelke, E. S. (1999). Infant cognition. In R.A. Wilson and F. Keil (Eds.), The MIT Encyclopedia of the Cognitive Sciences. Cambridge, MA: MIT Press. |
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Spelke, E. S. (1999). Innateness, learning, and the development of object representation. Developmental Science, 2, 145-148. |
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Spelke, E. S. (1999). Unity and diversity in knowledge. In E. Winograd, R. Fivush & W. Hirst (Eds.), Ecological approaches to cognition: Essays in honor of Ulric Neisser. Mahwah, NJ: Erlbaum. |
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Spelke, E. S., & Dehaene, S. (1999). Biological foundations of numerical thinking. Trends in Cognitive Sciences, 3, 365-366. |
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Wang, R. F., Hermer-Vazquez, L., & Spelke, E. S. (1999). Mechanisms of reorientation and object localization by children: A comparison with rats. Behavioral Neuroscience, 113, 475-485. |
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von Hofsten, C., Vishton, P., Spelke, E. S., Feng, Q., & Rosander, K. (1998). Predictive action in infancy: Tracking and reaching for moving objects. Cognition, 76(3), 255-285. |
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Spelke, E. S. (1998). Nativism, empiricism, and the origins of knowledge. Infant Behavior and Development, 21(2), 181-200. |
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Spelke, E. S. (1998). Nature, nurture, and development. In J. Hochberg and J. E. Cutting (Eds.), Handbook of perception and cognition, 2nd ed: Perception and cognition at century's end. San Diego, CA: Academic Press. |
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Spelke, E. S., & Newport, E. (1998). Nativism, empiricism, and the development of knowledge. In R. Lerner (Ed.), Handbook of child psychology, 5th ed., Vol. 1: Theoretical models of human development. NY: Wiley. |
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Van de Walle, G., Rubenstein, J., & Spelke, E. S. (1998). Infant sensitivity to shadow motions. Cognitive Development, 13, 387-419. |
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Carey, S., & Spelke, E. S. (1996). Science and core knowledge. Philosophy of Science, 63(4), 515-533. |
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Hermer, L., & Spelke, E. S. (1996). Modularity and development: The case of spatial reorientation. Cognition, 61, 195-232. |
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Spelke, E. S., & Hermer, L. (1996). Early cognitive development: Objects and space. In R. Gelman & T. Au (Eds.), Handbook of perception and cognition, Vol. 1: Perceptual and cognitive development. San Diego, CA: Academic Press. |
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Van de Walle, G., & Spelke, E. S. (1996). Spatiotemporal integration and object perception in infancy. Child Development, 67, 2621-2640. |
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Hermer, L., & Spelke, E. S. (1995). L'Homme raisonne-t-il mieux que les animaux? La Recherche, 26, 78-79. |
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Spelke, E. S., Gutheil, G., & Van de Walle, G. (1995). The development of object perception. In D. Osherson (Ed.), Invitation to cognitive science, 2nd ed., Vol. 2: Visual cognition. Cambridge, MA: MIT Press. |
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Spelke, E. S., Kestenbaum, R., Simons, D., & Wein, D. (1995). Spatiotemporal continuity, smoothness of motion and object identity in infancy. The British Journal of Developmental Psychology, 13, 113-142. |
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Spelke, E. S., Phillips, A. T., & Woodward, A. L. (1995). Infants' knowledge of object motion and human action. In D. Sperber, D. Premack, A. Premack, & (Eds.), Causal cognition: A multidisciplinary debate. Oxford University Press. |
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Spelke, E. S., Vishton, P., & von Hofsten, C. (1995). Object perception, object-directed action, and physical knowledge in infancy. In M. Gazzaniga (Ed.), The Cognitive Neurosciences. Cambridge, MA: MIT Press. |
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Carey, S., & Spelke, E. S. (1994). Domain-specific knowledge and conceptual change. In L. Hirschfeld & S. Gelman (Eds.), Mapping the mind: Domain specificity in cognition and culture, pp. 169-200. Cambridge, UK: Cambridge University Press. |
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Hermer, L., & Spelke, E. S. (1994). A geometric process for spatial reorientation in young children. Nature, 370, 57-59. |
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Slater, A., Johnson, S. P., Kellman, P. J., & Spelke, E. S. (1994). The role of three-dimensional depth cues in infants' perception of partly occluded objects. Early Development and Parenting, 3, 187-191. |
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Spelke, E. S. (1994). Initial knowledge: Six suggestions. Cognition, 50, 431-445. (Reprinted in J. Mehler and S. Franck (Eds.) Cognition on Cognition, pp. 433-448. Cambridge, MA: MIT Press.) |
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Spelke, E. S. (1994). Developing knowledge: Diverse perspectives and common themes. In A. Vyt, H. Bloch and M. H. Bornstein (Eds.), Early child development in the French tradition: Contributions from current research. Hillsdale, NJ: Lawrence Erlbaum Associates. |
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Spelke, E. S. (1994). Preferential looking and intermodal perception in infancy: Comment on Lewkowicz (1992). Infant Behavior and Development, 17, 285-288. |
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Spelke, E. S., Katz, G., Purcell, S. E., Ehrlich, S. M., & Breinlinger, K. (1994). Early knowledge of object motion: Continuity and inertia. Cognition, 51, 131-176. |
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Spelke, E. S., Breinlinger, K., Jacobson, K., & Phillips, A. (1993). Gestalt relations and object perception: A developmental study. Perception, 22, 1483-1501. |
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Spelke, E. S., & Van de Walle, G. (1993). Perceiving and reasoning about objects: Insights from infants. In N. Eilan, R. McCarthy, & W. Brewer (Eds.), Spatial representation. Oxford: Basil Blackwell. |
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Streri, A., Spelke, E. S., & Rameix, E. (1993). Modality-specific and amodal aspects of object perception in infancy: The case of active touch. Cognition, 47, 251-279. |
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Van de Walle, G., & Spelke, E. S. (1993). L'intégration spatio-temporelle dans la perception des objects chez le bébé. Psychologie Française, 38, 75-83. |
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Woodward, A., Phillips, A., & Spelke, E. S. (1993).Infants' expectations about the motions of inanimate vs. animate objects. Proceedings of the Cognitive Science Society. Hillsdale, NJ: Erlbaum. |
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Kim, I. K., & Spelke, E. S. (1992). Infants' sensitivity to effects of gravity on visible object motion. Journal of Experimental Psychology: Human Perception and Performance, 18, 385-393. |
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Soja, N. N., Carey, S., & Spelke, E. S. (1992). Perception, ontology, and word meaning. Cognition, 45, 101-107. |
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Spelke, E. S., Breinlinger, K., Macomber, J., & Jacobson, K. (1992). Origins of knowledge. Psychological Review, 99, 605-632. |
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Soja, N., Carey, S., & Spelke, E. S. (1991). Ontological categories guide young children's inductions of word meaning: Object terms and substance terms. Cognition,38, 179-211. (Reprinted in A. I. Goldman (Ed.) Readings in philosophy and cognitive science, pp. 461-480.Cambridge, MA: MIT Press.) |
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Spelke, E. S. (1991). Physical knowledge in infancy: Reflections on Piaget's theory. In S. Carey & R. Gelman (Eds.), Epigenesis of mind: Studies in biology and cognition. Hillsdale, NJ: Erlbaum. |
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Starkey, P., Spelke, E. S., & Gelman, R. (1991). Toward a comparative psychology of number. Cognition, 39, 171-172. |
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Spelke, E. S. (1990). Cognitive capacities of human infants: Conceptions of object motion. In G. Edelman (Ed.), Signal and sense: Local and global order in the nervous system. NY: Wiley. |
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Spelke, E. S. (1990). Principles of object perception. Cognitive Science, 14, 29-56. |
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Spelke, E. S. (1990). Origins of visual knowledge. In D. Osherson et al. (Eds.) An invitation to cognitive science, Vol. 2. Cambridge, MA: MIT Press. (Reprinted in A. I. Goldman (Ed.) Readings in philosophy and cognitive science. Cambridge, MA: MIT Press.) |
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Starkey, P., Spelke, E. S., & Gelman, R. (1990). Numerical abstraction by human infants. Cognition, 36, 97-128. |
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Spelke, E. S. (1989). Early cognitive functioning. In C. Von Euler (Ed.), Neurobiology of early infant behaviour. UK: The Macmillan Press. |
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Spelke, E. S., von Hofsten, C., & Kestenbaum, R. (1989). Object perception and object-directed reaching in infancy: Interaction of spatial and kinetic information for object boundaries. Developmental Psychology, 25, 185-196. |
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Streri, A., & Spelke, E. S. (1989). Effects of motion and figural goodness on haptic object perception in infancy. Child Development, 60, 1111-1125. |
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Landau, B., & Spelke, E. S. (1988). Geometric complexity and object search in infancy. Developmental Psychology, 24, 512-521. |
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Spelke, E. S. (1988). The origins of physical knowledge. In L. Weiskrantz (Ed.), Thought without language. Oxford, UK: Oxford Press. |
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Spelke, E. S. (1988). Where knowledge begins. Physical conceptions in infancy. In H. Azuma (Ed.), IXth Biennial Meetings of International Society for the Study of Behavioural Development. Tokyo, Japan: The Center of Developmental Education and Research. |
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Spelke, E. S. (1988). Where perceiving ends and thinking begins: The apprehension of objects in infancy. In A. Yonas (Ed.), Perceptual development in infancy. Minnesota Symposium on Child Psychology (Vol. 20). Hillsdale, NJ: Lawrence Erlbaum, Assoc. |
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Streri, A., & Spelke, E. S. (1988). Haptic perception of objects in infancy. Cognitive Psychology, 20, 1-23. |
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Kellman, P. J., Gleitman, H., & Spelke, E. S. (1987). Object and observer motion in the perception of objects by infants. Journal of Experimental Psychology: Human Perception and Performance, 13, 586-593. |
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Kestenbaum, R., Termine, N., & Spelke, E. S. (1987). Perception of objects and object boundaries by three-month-old infants. British Journal of Developmental Psychology, 5, 367-383. |
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Spelke, E. S. (1987). The development of intermodal perception. In L. B. Cohen & P. Salapatek (Eds.), Handbook of infant perception. New York: Academic Press. |
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Termine, N., Hrynick, T., Kestenbaum, R., Gleitman, H., & Spelke, E. S. (1987). Perceptual completion of surfaces in infancy. Journal of Experimental Psychology: Human Perception and Performance, 13, 524-532. |
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Kellman, P. J., Spelke, E. S., & Short, K. (1986). Infant perception of object unity from translatory motion in depth and vertical translation. Child Development, 57, 72-86. |
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Spelke, E. S., & von Hofsten, C. (1986). Do infants reach for objects? A reply to Stiles-Davis. Journal of Experimental Psychology: General, 115, 98-100. |
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Spelke, E. S., & Kestenbaum, R. (1986). Les origines du concept d'objet. Psychologie Française, 31, 67-72. |
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Baillargeon, R., Spelke, E. S., & Wasserman, S. (1985). Object permanence in five-month-old infants. Cognition, 20, 191-208. |
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von Hofsten, C., & Spelke, E. S. (1985). Object perception and object-directed reaching in infancy. Journal of Experimental Psychology: General, 114, 198-212. |
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Jones, R., Spelke, E. S., & Alley, T. (1985). Perceptual development. In W. H. Warren, Jr., & R. E. Shaw (Eds.), Persistence and change. Hillsdale, NJ: Erlbaum. |
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Landau, B., & Spelke, E. S. (1985). Spatial knowledge and its manifestations. In H. Wellman (Ed.), Children's searching: The development of search skills and spatial representation. Hillsdale, NJ: Erlbaum. |
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Spelke, E. S. (1985). Perception of unity, persistence, and identity: Thoughts on infants' conceptions of objects. In J. Mehler & R. Fox (Eds.), Neonate cognition. Hillsdale, NJ: Erlbaum. |
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Spelke, E. S. (1985). Preferential looking methods as tools for the study of cognition in infancy. In G. Gottlieb & N. Krasnegor (Eds.), Measurement of audition and vision in the first year of postnatal life (pp. 323-363). Norwood, NJ: Ablex. |
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Starkey, P., Gelman, R., & Spelke, E. S. (1985). Technical comment: Detection of number or numerousness by human infants. Science, 228, 1222. |
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Landau, B., Spelke, E. S., & Gleitman, H. (1984). Spatial knowledge in a young blind child. Cognition, 16, 225-260. |
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Gelman, R., Spelke, E. S., & Meck, E. (1983). What preschoolers know about animate and inanimate objects. In D. Rogers & J. A. Sloboda (Eds.), The acquisition of symbolic skills. New York: Plenum. |
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Gibson, E. J., & Spelke, E. S. (1983). The development of perception. In P. Mussen (series Ed.) & J. H. Flavell & E. Markman (Eds.), Handbook of Child Psychology, Vol 3. New York: Wiley. |
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Kellman, P. J., & Spelke, E. S. (1983). Perception of partly occluded objects in infancy. Cognitive Psychology, 15, 483-524. |
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Spelke, E. S. (1983). Cognition in infancy. MIT Occasional Papers in Cognitive Science. No. 23. |
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Spelke, E. S. (1983). Constraints on intermodal perception. In L. S. Liben (Ed.), Piaget and the foundations of knowledge. Hillsdale, NJ: Erlbaum. |
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Spelke, E. S., Born, W. S., & Chu, F. (1983). Perception of moving, sounding objects by four-month-old infants. Perception, 12, 719-732. |
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Starkey, P., Spelke, E. S., & Gelman, R. (1983). Detection of intermodal numerical correspondences by human infants. Science, 222, 179-181. |
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Spelke, E. S. (1982). Perceptual knowledge of objects in infancy. In J. Mehler, M. Garrett & E. Walker (Eds.), Perspectives on mental representation. Hillsdale, NJ: Erlbaum. |
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Gelman, R., & Spelke, E. S. (1981). The development of thoughts about animate and inanimate objects: Implications for research in social cognition. In J. H. Flavell & L. Ross (Eds.), The development of social cognition in children. Cambridge, England: Cambridge University Press. |
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Landau, B., Gleitman, H., & Spelke, E. S. (1981). Spatial knowledge and geometrical representation in a child blind from birth. Science, 213, 1275-1278. |
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Neisser, U., Hirst, W. C., & Spelke, E. S. (1981). Limited capacity theories and the notion of automaticity: Reply to Lucas and Bub. Journal of Experimental Psychology: General, 110, 499-500. |
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Spelke, E. S. (1981). The infant's acquisition of knowledge of bimodally specified events. Journal of Experimental Child Psychology, 31, 279-299. |
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Spelke, E. S., & Cortelyou, A. (1981). Perceptual aspects of social knowing: Looking and listening in infancy. In M. E. Lamb & L. R. Sherrod (Eds.), Infant social cognition: Empirical and theoretical considerations. Hillsdale, NJ: Erlbaum. |
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Hirst, W. C., Spelke, E. S., Reaves, C. C., Caharach, G., & Neisser, U. (1980). Dividing attention without alternation or automaticity. Journal of Experimental Psychology: General, 109, 98-117. |
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Spelke, E. S. (1980). A sampling of infant cognition: A review of John Oates (Ed.) Early cognitive development. Contemporary Psychology, 25, 549-550. |
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Spelke, E. S. (1979). Exploring audible and visible events in infancy. In A. D. Pick (Ed.), Perception and its development: A tribute to Eleanor J. Gibson. Hillsdale, NJ: Erlbaum. |
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Spelke, E. S. (1979). Perceiving bimodally specified events in infancy. Developmental Psychology, 15, 626-636. |
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Spelke, E. S., & Owsley, C. J. (1979). Intermodal exploration and knowledge in infancy. Infant Behavior and Development, 2, 13-27. |
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Hirst, W. C., Neisser, U., & Spelke, E. S. (1978). Divided attention. Human Nature, 1, 54-61. |
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Spelke, E. S. (1976). Infants' intermodal perception of events. Cognitive Psychology, 8, 553-560. |
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Spelke, E. S., Hirst, W., & Neisser, U. (1976). Skills of divided attention. Cognition, 4, 215-230. |
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Kotelchuck, M., Zelazo, P., Kagan, J., & Spelke, E. S. (1975). Infant reaction to parental separations when left with familiar and unfamiliar adults. Journal of Genetic Psychology, 126, 225-262. |
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Lester, B., Kotelchuck, M., Spelke, E. S., Sellers, M. J., & Klein, R. (1974). Separation protest in Guatemalan infants: Cross-cultural and cognitive findings. Developmental Psychology, 10, 79-85. |
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Spelke, E. S., Zelazo, P., Kagan, J., & Kotelchuck, M. (1973). Father interaction and separation protest. Developmental Psychology, 9, 83-90. |
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===Calendar (Schedule what you'd like to teach)=== |
===Calendar (Schedule what you'd like to teach)=== |
||
Calendar: https://www.google.com/calendar/ |
|||
Join the World University and School Google + Group to add to its wiki-like calendar to teach an open, free class or course, converse about ideas, and jam (e.g. musically or theater improvisation): https://plus.google.com/u/0/b/108179352492243955816/ . |
Join the World University and School Google + Group to add to its wiki-like calendar to teach an open, free class or course, converse about ideas, and jam (e.g. musically or theater improvisation): https://plus.google.com/u/0/b/108179352492243955816/ . |
||
Line 589: | Line 1,078: | ||
===In Virtual World=== |
===In Virtual World=== |
||
(Search on the word 'lists' here, too: http://worlduniversity.wikia.com/wiki/Virtual_Worlds) |
|||
3D Learn. 2013. http://www.learningin3d.info/ |
3D Learn. 2013. http://www.learningin3d.info/ |
||
Active Worlds Educational Universe (AWEDU). 2012. http://www.activeworlds.com |
Active Worlds Educational Universe (AWEDU). 2012. http://www.activeworlds.com |
||
Alice. 2012. http://www.alice.org/ |
Alice. 2012. http://www.alice.org/ |
||
Line 603: | Line 1,094: | ||
ISTE – SIGMS. 2013. http://sigms.iste.wikispaces.net/secondlifeplayground2010 |
ISTE – SIGMS. 2013. http://sigms.iste.wikispaces.net/secondlifeplayground2010 |
||
Kaneva. 2014. http://www.kaneva.com/ |
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Open Cobalt. 2013. http://www.opencobalt.org/ |
Open Cobalt. 2013. http://www.opencobalt.org/ |
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Line 619: | Line 1,112: | ||
Second Life - Harvard's virtual island. 2012. http://slurl.com/secondlife/Berkman/115/53/25 - and teach, learn and share ideas - in group voice chat, or in group type chat, and via building. |
Second Life - Harvard's virtual island. 2012. http://slurl.com/secondlife/Berkman/115/53/25 - and teach, learn and share ideas - in group voice chat, or in group type chat, and via building. |
||
SmallWorlds. 2014. https://www.smallworlds.com/ |
|||
There.com. 2014. http://www.there.com/ |
|||
Twinity. 2014. http://www.twinity.com/en/choose-your-free-avatar |
|||
Unity3D. 2012. http://unity3d.com/ |
Unity3D. 2012. http://unity3d.com/ |
||
WiloStar3D. 2013. https://www.wilostar3d.com/ |
WiloStar3D. 2013. https://www.wilostar3d.com/ |
||
World of Warcraft in School. 2014. http://wowinschool.pbworks.com/w/page/5268731/FrontPage |
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Line 745: | Line 1,247: | ||
AnyMeeting - http://anymeeting.com/homepage/ |
AnyMeeting - http://anymeeting.com/homepage/ |
||
Google + Hangout - https://tools.google.com/dlpage/hangoutplugin - http://www.google.com/+/learnmore/hangouts/ |
|||
Meeting Burner - http://www.meetingburner.com/index?page=signup-v2 – up to 15 connection |
|||
ooVoo - http://www.oovoo.com/home.aspx |
|||
Paltalk - http://www.paltalk.com |
|||
sifonr - free communication - http://www.sifonr.com/ |
|||
Tokbox | OpenTok - API - http://tokbox.com/opentok |
|||
Vyew - http://vyew.com/ |
|||
Google + Hangout - https://tools.google.com/dlpage/hangoutplugin |
|||
Web Huddle - https://www.webhuddle.com/homepage.jsp - http://sourceforge.net/projects/webhuddle/ |
|||
Zoom.us - Cloud HD Video Meetings - http://zoom.us/ |
Zoom.us - Cloud HD Video Meetings - http://zoom.us/ |
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Line 778: | Line 1,292: | ||
Wet Paint - http://wikisineducation. |
Wet Paint - http://wikisineducation.wikifoundry.com/ |
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