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The Scientist in the Crib: What Early Learning Tells Us About the Mind Paperback – December 26, 2000
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This exciting book by three pioneers in the new field of cognitive science discusses important discoveries about how much babies and young children know and learn, and how much parents naturally teach them. It argues that evolution designed us both to teach and learn, and that the drive to learn is our most important instinct. It also reveals as fascinating insights about our adult capacities and how even young children -- as well as adults -- use some of the same methods that allow scientists to learn so much about the world. Filled with surprise at every turn, this vivid, lucid, and often funny book gives us a new view of the inner life of children and the mysteries of the mind.
- Print length304 pages
- LanguageEnglish
- Publication dateDecember 26, 2000
- Dimensions5.31 x 0.68 x 8 inches
- ISBN-109780688177881
- ISBN-13978-0688177881
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Editorial Reviews
Review
“Meticulously researched, combining charm and erudition, humor and humanity, The Scientist in the Crib...should be placed in the hands of teachers, social workers, therapists, policymakers, expectant parents and everyone else who cares about children.” — The Washington Post
“The Scientist in the Crib is a triumph, a clear-headed account of the kinds of things that go on in the heads of young children....[This book] speaks in the voice of intelligent parents talking to other intelligent parents--witty, rather personal, and very well informed.” — T. Berry Brazelton, MD, Harvard Medical School
“This book is a valuable addition to parents’ libraries...After reading it, parents can be enthralled as they watch their new babies imitate and learn the ‘rules’ of communication and speech learning. What an interesting book by three eminent ‘baby watchers!’ — T. Berry Brazelton, MD, Harvard Medical School
“This book is at once a masterful synthesis of the latest findings about the minds of children and a provacative argument that young children resemble practicing scientists. Few books about human development speak so eloquently to both scholars and parents.” — Howard Gardner, Ph.D., author of Intelligence Reframed: Multiple Intelligences in the 21st Century
“[An] excellent book...it should be of interest to anyone curious about the human mind and its origins.” — The Chicago Tribune
From the Back Cover
This exciting book by three pioneers in the new field of cognitive science discusses important discoveries about how much babies and young children know and learn, and how much parents naturally teach them. It argues that evolution designed us both to teach and learn, and that the drive to learn is our most important instinct. It also reveals as fascinating insights about our adult capacities and how even young children -- as well as adults -- use some of the same methods that allow scientists to learn so much about the world. Filled with surprise at every turn, this vivid, lucid, and often funny book gives us a new view of the inner life of children and the mysteries of the mind.
About the Author
Andrew N. Meltzoff, Ph.D. revolutionized the field of child psychology with his discoveries about how much infants know, learn, and remember. He is a professor of psychology and the University of Washington, and his research has been featured in Time, The New York Times, and museum exhibits worldwide. He and his wife, Dr. Kuhl, live with their daughter in Seattle, Washington.
Patricia K. Kuhl, Ph.D. is the world's leading authority on speech development and is a professor of speech and hearing at the University of Washington. She was one of six scientists invited to present their research at the White House Conference on Early Learning and the Brain in 1997. Her recent findings on language acquisition and why parents speak "motherese" to their children made national headlines. She and her husband, Dr. Meltzoff, live in Seattle.
Product details
- ASIN : 0688177883
- Publisher : Mariner Books; Reprint edition (December 26, 2000)
- Language : English
- Paperback : 304 pages
- ISBN-10 : 9780688177881
- ISBN-13 : 978-0688177881
- Item Weight : 8 ounces
- Dimensions : 5.31 x 0.68 x 8 inches
- Best Sellers Rank: #362,655 in Books (See Top 100 in Books)
- #145 in Popular Developmental Psychology
- #497 in Parenting & Family Reference
- #778 in Popular Child Psychology
- Customer Reviews:
About the authors

Alison Gopnik is a professor of psychology and affiliate professor of philosophy at the University of California at Berkeley. She received her BA from McGill University and her PhD. from Oxford University. Her honors include a Natural Sciences and Engineering Research Council of Canada University Research Fellowship, an Osher Visiting Scientist Fellowship at the Exploratorium, a Center for the Advanced Studies in the Behavioral Sciences Fellowship, and a Moore Fellowship at the California Institute of Technology, and a fellow of the Association for Psychological Science. She is an internationally recognized leader in the study of children's learning and development and was the first to argue that children's minds could help us understand deep philosophical questions. She was one of the founders of the study of "theory of mind", illuminating how children come to understand the minds of others, and she formulated the "theory theory", the idea that children learn in the same way that scientists do.
She is the author of over 100 articles and several books including "Words, thoughts and theories" (coauthored with Andrew Meltzoff), MIT Press, 1997, "The Scientist in the Crib" (coauthored with Andrew Meltzoff and Patricia Kuhl) William Morrow, 1999, and "The Philosophical Baby; What children's minds tell us about love, truth and the meaning of life" Farrar, Strauss and Giroux, 2009. "The Scientist in the Crib" was a San Francisco Chronicle bestseller, was translated into 20 languages and was enthusiastically reviewed in Science, The New Yorker, the Washington Post and The New York Review of Books (among others). She has also written for Science, The Times Literary Supplement, The New York Review of Books, The New York Times, New Scientist, and Slate.
She has spoken extensively on children's minds including speeches to political organizations such as the World Economic Forum and the Organization for Economic Development, children's advocacy organizations including Parents as Teachers and Zero to Three, museums including The Exploratorium, The Chicago Children's Museum, and the Bay Area Discovery Museum, and science organizations including the American Association for the Advancement of Science, The American Psychological Association, the Association of Psychological Science, and the American Philosophical Association. She has also appeared on many TV and radio programs. She has three sons and lives in Berkeley, California. For more see www.alisongopnik.com.

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Discover more of the author’s books, see similar authors, read book recommendations and more.
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Customers find the book very informative and a great resource for folks at every level. They describe it as an awesome, wise, and wonderful read. Readers also appreciate the writing style, which is thoroughly engaging and often humorous.
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Customers find the book very informative and excellent. They say it's a great resource for folks at every level, with useful notes, references, and an index. Readers also mention the writing is great and includes interesting details on infancy.
"...; book on helping your child learn, but rather is a readable introduction to the current state of the study of cognitive development of babies...." Read more
"...I feel this book establishes a good frame of reference for understanding where an infant's brain starts out in its development from a fussing ball..." Read more
"...It's full of surprising information about how observant and analytical babies are(at less than an hour old, they mimic faces), and gives details..." Read more
"...It was very intriguing. I learned that the hypothesis that there is a "mother tongue" for all language, called "the hearth language" is a fallacy...." Read more
Customers find the book awesome, wise, and wonderful. They say it's interesting, entertaining, and substantial. Readers also mention it's engaging and easy to read for academic parents.
"...In short, this book is highly recommended, not just to new parents, but also to anyone interested in childhood cognitive development or what can be..." Read more
"...latest research in the mental development of infants, this book is absolutely wonderful...." Read more
"...A wise and wonderful book I have recommended to friends, and I've been thanked for recommending it...." Read more
"...The information in this book is insightful and it is a good read...." Read more
Customers find the writing style engaging, witty, and chatty. They say the tone is chatty, but the content is substantial. Readers also mention the book is highly readable and well-crafted.
"...The tone of the book is chatty, but the content is substantial...." Read more
"...I love the authors, as I feel they write well and are some of the leaders in their field...." Read more
"...Better yet, the book is written in a thoroughly engaging and often humorous style that possibly owes something to the first named author's brother..." Read more
"...I was caught. This is a beautifully crafted piece of writing...." Read more
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The tone of the book is chatty, but the content is substantial. The authors discuss the philosophers as well as the scientists who are working in this area. I don't suppose that the average new parent is interested in wading into Chomsky, Ryle or Descartes, but this book actually makes it interesting and compelling.
The book is broken down into the acquisition of particular mental skills. The authors thesis is that babies learn using, more or less, the scientific method, forming hypotheses and then testing them emperically. (The title of the book is a clever word play, referring to this theory, while simultaneously demonstrating what adult scientists are learning from their empirical studies.) While this may seem pretensious, the authors actually make a pretty good case for this theory.
The acquisition of language deviates somewhat from this general theoretical method, but the authors have some fascinating experimental data to illustrate the way babies actually learn language.
In short, this book is highly recommended, not just to new parents, but also to anyone interested in childhood cognitive development or what can be known about the workings of the human brain.
Several people gave this book one star, complaining essentially that it wasn't a how-to book to tell them how to make their babies smarter. Besides the obvious advice of paying attention to your children and reading them a book now and then, what this research shows is that what we do as parents has been wired into us for the maximal development of our children. There aren't any books out there that you can read which give you a plan for making your child smarter, and if they're telling you that, they're wrong.
I feel this book establishes a good frame of reference for understanding where an infant's brain starts out in its development from a fussing ball of arms and legs to something that approximates a human adult in logic and emotion. Many people doubtless still believe that infants come into the world a blank slate, with no knowledge or strategies for learning, and the research presented in this book shows us that's just not so. I recommend this book to any of my pregnant friends who I feel might be interested in gaining a glimpse of the amazing development that's happening inside their baby's brain.
Better yet, the book is written in a thoroughly engaging and often humorous style that possibly owes something to the first named author's brother, the New Yorker writer Adam (or, more likely, both Gopniks inherited the same literary genes).
But don't expect pointers on burping technique.
When I was working on a master's degree in linguistics, I was exposed to Noam Chomsky's views on the acquisition of language. It was very intriguing. I learned that the hypothesis that there is a "mother tongue" for all language, called "the hearth language" is a fallacy. It is the brain that encourages speech. Other animals have the same "structures" that we doand do not "speak."
When I purchase books through AMAZON, I always look through what is available in the "used" portion of their offerings. I have not ever been disappointed with the quality of books that I find there. I enjoy the thought that I am helping small businesses succeed and get rid of inventory so they can expand their resources.
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