Currently browsing: Items authored or edited by Nicholas Braisby

Best, Rachel M.; Dockrell, Julie E. and Braisby, Nicholas (2006). Lexical acquisition in elementary science classes. Journal of Educational Psychology, 98(4) pp. 824–838.

Best, Rachel M.; Dockrell, Julie E. and Braisby, Nick R. (2006). Real-world word learning: exploring children’s developing semantic representations of a science term. British Journal of Developmental Psychology, 24(2) pp. 265–282.

Braisby, Nicholas (2006). Influences of communication on categorisation and similarity. In: Proceedings of the Annual Meeting of the Cognitive Science Society, 28, 28 Jul 2006, Vancouver, Canada, pp. 107–112.

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Braisby, Nick (2005). Perspectives, compositionality and complex concepts. In: Werning, Marcus; Machery, Edouard and Schurz, Gerhard eds. The Compositionality of meaning and content Vol. II: Applications to Linguistics, Psychology and Neuroscience, Volume 2. Frankfurt, Germany: Ontos Verlag, pp. 179–202.

Braisby, Nick ed. (2005). Cognitive psychology: a methods companion. Oxford, UK: Oxford University Press.

Braisby, Nick and Gellatly, Angus (2004). Introduction: foundations of cognitive psychology. In: Braisby, Nick and Gellatly, Angus eds. Cognitive psychology. Oxford, UK: Oxford University Press, pp. 1–32.

Braisby, Nicholas (2004). Concepts. In: Braisby, Nicholas and Gellatly, Angus eds. Cognitive psychology. Oxford, UK: Oxford University Press, pp. 163–195.

Braisby, Nick and Gellatly, Angus eds. (2004). Cognitive Psychology. Oxford, UK: Oxford University Press.

Braisby, Nicholas (2004). Deference and essentialism in the categorization of chemical kinds. In: Alterman, Richard and Kirsch, David eds. Proceedings of the 25th Annual Cognitive Science Society: July 31-August 2, 2003, Boston, Massachusetts, USA, Volume 1. Mahwah, NJ, USA: Lawrence Erlbaum Associates, pp. 174–179.

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Braisby, Nick (2004). Similarity and categorisation: getting dissociations in perspective. In: Forbus, Kenneth; Gentner, Dedre and Reiger, Terry eds. Proceedings of the 26th Annual Cognitive Science Society. Lawrence Erlbaum Associates, pp. 150–155.

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Lloyde, J.; Braisby, Nick and Brace, Nicola (2003). Seeds of doubt: are children taught to be essentialists? In: Schmalhofer, Franz; Young, Richard M. and Katz, Graham eds. Proceedings of Eurocogsci 03: The European Cognitive Science Conference 2003. Mahwah, NJ, USA: Lawrence Erlbaum Associates.

Braisby, Nick; Dockrell, Julie E. and Best, Rachel M. (2001). Children's acquisition of science terms: does fast mapping work? In: Almgren, Margareta; Barreña, Adoni; Ezeizabarrena, María-José; Idiazabal, Itziar and MacWhinney, Brian eds. Research on child language acquisition: proceedings of the 8th Conference of the International Association for the Study of Child Language. Somerville, MA, USA: Cascadilla Press, pp. 1066–1087.

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Braisby, Nick (2001). Deference in categorisation: evidence for essentialism? In: Moore, Johanna D. and Stenning, Keith eds. Proceedings of the Twenty-third Annual Conference of the Cognitive Science Society. Mahwah, NJ, USA: Lawrence Erlbaum Associates.