The Emergence of Core Domains of Thought
New Directions for Child and Adolescent Development, Number 75
Published on 14. October 1997
Book
Paperback/Softback
112 pages
978-0-7879-9844-8 (ISBN)
Description
Studies of conceptual development increasingly address children's understanding of physical, biological, and psychological phenomena. These are three major domains of understanding in that they encompass much of the external world with which adults and children interact - the worlds of people, plants, and animals, and physical objects and occurrences. There is considerable current debate concerning what children know about these domains as well as how and when they develop that knowledge. Interestingly, amid all the studies and debate, seldom does research focus on direct comparisons across these types of thinking; this volume of "New Directions for Child Development" does so. The contributors to this sourcebook compare the development of reasoning in these three domains in normal children from several different countries and cultures and also in retarded, deaf, and autistic children. This is the 75th issue of the quarterly journal "New Directions for Child Development".
Studies of conceptual development increasingly address children's understanding of physical, biological, and psychological phenomena. These are three major domains of understanding in that they encompass much of the external world with which adults and children interact - the worlds of people, plants, and animals, and physical objects and occurrences. There is considerable current debate concerning what children know about these domains as well as how and when they develop that knowledge. Interestingly, amid all the studies and debate, seldom does research focus on direct comparisons across these types of thinking; this volume of "New Directions for Child Development" does so. The contributors to this sourcebook compare the development of reasoning in these three domains in normal children from several different countries and cultures and also in retarded, deaf, and autistic children. This is the 75th issue of the quarterly journal "New Directions for Child Development".
Studies of conceptual development increasingly address children's understanding of physical, biological, and psychological phenomena. These are three major domains of understanding in that they encompass much of the external world with which adults and children interact - the worlds of people, plants, and animals, and physical objects and occurrences. There is considerable current debate concerning what children know about these domains as well as how and when they develop that knowledge. Interestingly, amid all the studies and debate, seldom does research focus on direct comparisons across these types of thinking; this volume of "New Directions for Child Development" does so. The contributors to this sourcebook compare the development of reasoning in these three domains in normal children from several different countries and cultures and also in retarded, deaf, and autistic children. This is the 75th issue of the quarterly journal "New Directions for Child Development".
More details
Series
Language
English
Place of publication
New York
United States
Publishing group
John Wiley & Sons Inc
Target group
College/higher education
Dimensions
Height: 226 mm
Width: 150 mm
Thickness: 8 mm
Weight
147 gr
ISBN-13
978-0-7879-9844-8 (9780787998448)
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Schweitzer Classification
Persons
HENRY M. WELLMAN is professor in the Department of Psychology and research scientist at the Center for Human Growth and Development at the University of Michigan, Ann Arbor. KAYOKO INAGAKI is professor of education at Chiba University, Japan.
HENRY M. WELLMAN is professor in the Department of Psychology and research scientist at the Center for Human Growth and Development at the University of Michigan, Ann Arbor. KAYOKO INAGAKI is professor of education at Chiba University, Japan.
HENRY M. WELLMAN is professor in the Department of Psychology and research scientist at the Center for Human Growth and Development at the University of Michigan, Ann Arbor. KAYOKO INAGAKI is professor of education at Chiba University, Japan.
Content
Young Children's Psychological, Physical, and Biological Explanations (H. Wellman, et al.). Emerging Distinctions Between Naive Biology and Naive Psychology (K. Inagaki). Are Children with Autism Superior at Folk Physics? (S. Baron--Cohen). Domain Specificity and Everyday Biological, Physical, and Psychological Thinking in Normal, Autistic, and Deaf Children (C. Peterson & M. Siegal). Commentary: Core Domains of Thought, Innate Constraints, and Sociocultural Contexts (G. Hatano).