Young Children's Naive Thinking about the Biological World
Presents research on the topic of young children's naive biology, examining such theoretical issues as processes, conditions and mechanisms in conceptual development using the development of biological understanding as the target case.
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5-year-olds acquired acquisition activities adults analogy animals and plants answer applied artifacts asked assume attribution become behaviors beliefs biological phenomena bodily body Carey cause Chapter child claim cognitive conceptual change concerning condition consider constraints construction context cultural described differentiate distinction domain early eating entities examined example experiment explanations fact findings follows functions gave Gelman germs give given growing growth Hatano humans important Inagaki indicated inductive inference innate intentional interpretation knowledge learning living things means mechanical mental mind naive biology naive theories natural needed nonliving objects observed organ patterns person personification physical possess possible predictions preschool presented processes properties psychological questions reasoning recognize referred rely researchers responses scientific showed similar situation sociocultural specific studies suggest tend theory tion tulip types understanding vital power vitalistic causality whereas young children
Page 209 - Inagaki, K., & Hatano, G. (1991) Constrained person analogy in young children's biological inference. Cognitive Development, 6, 219-231. Inagaki, K., & Hatano, G. (1993). Young children's understanding of the mind-body distinction. Child Development, 64, 1534-1549. Inagaki, K., & Hatano, G.