Conceptual Change In Childhood
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Conceptual Change In Childhood
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Author : Susan Carey
language : en
Publisher: Bradford Books
Release Date : 1987-01-01
Conceptual Change In Childhood written by Susan Carey and has been published by Bradford Books this book supported file pdf, txt, epub, kindle and other format this book has been release on 1987-01-01 with Psychology categories.
Are children fundamentally different kinds of thinkers than adults? Or are the cognitive differences between young children and adults merely a matter of accumulation of knowledge? In this book, Susan Carey develops an alternative to these two ways of thinking about childhood cognition, putting forth the idea of conceptual change and its relation to the development of knowledge systems.Conceptual Change in Childhood is a case study of children's acquisition of biological knowledge between ages 4-10. Drawing on evidence from a variety of sources, Carey analyzes the ways that knowledge is restructured during this development, comparing them to the ways that knowledge is restructured by an adult learner, and to the ways that conceptual frameworks have shifted in the history of science. Susan Carey is Professor of Psychology at MIT.
Conceptual Change In Childhood
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Author : Susan Carey
language : en
Publisher: MIT Press (MA)
Release Date : 1985-01-01
Conceptual Change In Childhood written by Susan Carey and has been published by MIT Press (MA) this book supported file pdf, txt, epub, kindle and other format this book has been release on 1985-01-01 with Cognition in children categories.
Are children fundamentally different kinds of thinkers than adults? Or are the cognitive differences between young children and adults merely a matter of accumulation of knowledge? In this book, Susan Carey develops an alternative to these two ways of thinking about childhood cognition, putting forth the idea of conceptual change and its relation to the development of knowledge systems. Conceptual Change in Childhood is a case study of children's acquisition of biological knowledge between ages 4-10. Drawing on evidence from a variety of sources, Carey analyzes the ways that knowledge is restructured during this development, comparing them to the ways that knowledge is restructured by an adult learner, and to the ways that conceptual frameworks have shifted in the history of science. Susan Carey is Professor of Psychology at MIT.
The Origin Of Concepts
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Author : Susan Carey
language : en
Publisher: Oxford Series in Cognitive Dev
Release Date : 2011
The Origin Of Concepts written by Susan Carey and has been published by Oxford Series in Cognitive Dev this book supported file pdf, txt, epub, kindle and other format this book has been release on 2011 with Medical categories.
Carey begins by characterizing the innate starting point for conceptual development, namely systems of core cognition. Representations of core cognition are the output of dedicated input analyzers, as with perceptual representations, but these core representations differ from perceptual representations in having more abstract contents and richer functional roles. Carey argues that the key to understanding cognitive development lies in recognizing conceptual discontinuities in which new representational systems emerge that have more expressive power than core cognition and are also incommensurate with core cognition and other earlier representational systems. Finally, Carey fleshes out Quinian bootstrapping, a learning mechanism that has been repeatedly sketched in the literature on the history and philosophy of science. She demonstrates that Quinian bootstrapping is a major mechanism in the construction of new representational resources over the course of children's cognitive development.
Cognition In Children
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Author : Usha Goswami
language : en
Publisher: Psychology Press
Release Date : 1998
Cognition In Children written by Usha Goswami and has been published by Psychology Press this book supported file pdf, txt, epub, kindle and other format this book has been release on 1998 with Child psychology categories.
This textbook aims to provide a selective, but representative, review of work in cognitive development, grouped around themes that are familiar from textbooks of adult cognition. The book focuses on the question of what develops, rather than on why it develops. The findings of a given experimental study what develops are generally fixed, but the interpretation of what particular findings mean why is fluid. Some of the experiments discussed in this book have alternative explanations, and every student interested in children's cognition is invited to develop their own ideas about what different studies mean.
Reconsidering Conceptual Change Issues In Theory And Practice
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Author : Margarita Limón
language : en
Publisher: Springer Science & Business Media
Release Date : 2007-05-08
Reconsidering Conceptual Change Issues In Theory And Practice written by Margarita Limón and has been published by Springer Science & Business Media this book supported file pdf, txt, epub, kindle and other format this book has been release on 2007-05-08 with Psychology categories.
This book is an important account of the state of the art of both theoretical and practical issues in the present-day research on conceptual change. Unique in its complete treatment of the questions that should be considered to further current understanding of knowledge construction and change, this book is useful for psychologists, cognitive scientists, educational researchers, curriculum developers, teachers and educators at all levels and in all disciplines.
Words Thoughts And Theories
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Author : Alison Gopnik
language : en
Publisher: MIT Press
Release Date : 1998-09-01
Words Thoughts And Theories written by Alison Gopnik and has been published by MIT Press this book supported file pdf, txt, epub, kindle and other format this book has been release on 1998-09-01 with Psychology categories.
Words, Thoughts, and Theories articulates and defends the "theory theory" of cognitive and semantic development, the idea that infants and young children, like scientists, learn about the world by forming and revising theories, a view of the origins of knowledge and meaning that has broad implications for cognitive science. Gopnik and Meltzoff interweave philosophical arguments and empirical data from their own and other's research. Both the philosophy and the psychology, the arguments and the data, address the same fundamental epistemological question: How do we come to understand the world around us? Recently, the theory theory has led to much interesting research. However, this is the first book to look at the theory in extensive detail and to systematically contrast it with other theories. It is also the first to apply the theory to infancy and early childhood, to use the theory to provide a framework for understanding semantic development, and to demonstrate that language acquisition influences theory change in children.The authors show that children just beginning to talk are engaged in profound restructurings of several domains of knowledge. These restructurings are similar to theory changes in science, and they influence children's early semantic development, since children's cognitive concerns shape and motivate their use of very early words. But, in addition, children pay attention to the language they hear around them and this too reshapes their cognition, and causes them to reorganize their theories.
Conceptual Development
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Author : Ellin Kofsky Scholnick
language : en
Publisher: Psychology Press
Release Date : 1999-04-01
Conceptual Development written by Ellin Kofsky Scholnick and has been published by Psychology Press this book supported file pdf, txt, epub, kindle and other format this book has been release on 1999-04-01 with Psychology categories.
This book examines a key issue in current cognitive theories - the nature of representation. Each chapter is characterized by attempts to frame hot topics in cognitive development within the landscape of current developmental theorizing and the past legacy of genetic epistemology. The chapters address four questions that are fundamental to any developmental line of inquiry: How should we represent the workings and contents of the mind? How does the child construct mental models during the course of development? What are the origins of these models? and What accounts for the novelties that are the products and producers of developmental change? These questions are situated in a historical context, Piagetian theory, and contemporary researchers attempt to trace how they draw upon, depart from, and transform the Piagetian legacy to revisit classic issues such as the child's awareness of the workings of mental life, the child's ability to represent the world, and the child's growing ability to process and learn from experience. The theoretical perspectives covered include constructivism, connectionism, theory-theory, information processing, dynamical systems, and social constructivist approaches. The research areas span imitation, mathematical reasoning, biological knowledge, language development, and theory of mind. Written by major contributors to the field, this work will be of interest to students and researchers wanting a brief but in-depth overview of the contemporary field of cognitive development.
Intentional Conceptual Change
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Author : Gale M. Sinatra
language : en
Publisher: Routledge
Release Date : 2003-01-30
Intentional Conceptual Change written by Gale M. Sinatra and has been published by Routledge this book supported file pdf, txt, epub, kindle and other format this book has been release on 2003-01-30 with Education categories.
This volume brings together a distinguished, international list of scholars to explore the role of the learner's intention in knowledge change. Traditional views of knowledge reconstruction placed the impetus for thought change outside the learner's control. The teacher, instructional methods, materials, and activities were identified as the seat of change. Recent perspectives on learning, however, suggest that the learner can play an active, indeed, intentional role in the process of knowledge restructuring. This volume explores this new, innovative view of conceptual change learning using original contributions drawn from renowned scholars in a variety of disciplines. The volume is intended for scholars or advanced students studying knowledge acquisition and change, including educational psychology, developmental psychology, science education, cognitive science, learning science, instructional psychology, and instructional and curriculum studies.
The Epigenesis Of Mind
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Author : Susan Carey
language : en
Publisher: Psychology Press
Release Date : 2014-01-14
The Epigenesis Of Mind written by Susan Carey and has been published by Psychology Press this book supported file pdf, txt, epub, kindle and other format this book has been release on 2014-01-14 with Psychology categories.
Reflecting the focus of a Jean Piaget Symposium entitled Biology and Knowledge: Structural Constraints on Development, this volume presents many of the emergent themes discussed. Among these themes are: Structural constraints on cognitive development and learning come in many shapes and forms and involve appeal to more than one level of analysis. To postulate innate knowledge is not to deny that humans can acquire new concepts. It is unlikely that there is only one learning mechanism, even if one prefers to work with general as opposed to domain-specific mechanisms. The problems of induction with respect to concept acquisition are even harder than originally thought.
The Mit Encyclopedia Of The Cognitive Sciences Mitecs
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Author : Robert A. Wilson
language : en
Publisher: MIT Press
Release Date : 2001-09-04
The Mit Encyclopedia Of The Cognitive Sciences Mitecs written by Robert A. Wilson and has been published by MIT Press this book supported file pdf, txt, epub, kindle and other format this book has been release on 2001-09-04 with Psychology categories.
Since the 1970s the cognitive sciences have offered multidisciplinary ways of understanding the mind and cognition. The MIT Encyclopedia of the Cognitive Sciences (MITECS) is a landmark, comprehensive reference work that represents the methodological and theoretical diversity of this changing field. At the core of the encyclopedia are 471 concise entries, from Acquisition and Adaptationism to Wundt and X-bar Theory. Each article, written by a leading researcher in the field, provides an accessible introduction to an important concept in the cognitive sciences, as well as references or further readings. Six extended essays, which collectively serve as a roadmap to the articles, provide overviews of each of six major areas of cognitive science: Philosophy; Psychology; Neurosciences; Computational Intelligence; Linguistics and Language; and Culture, Cognition, and Evolution. For both students and researchers, MITECS will be an indispensable guide to the current state of the cognitive sciences.