Young Children's Naive Thinking about the Biological World

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Psychology Press, 2002 - Education - 222 pages
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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The LivingNonliving Distinction
Personification as Analogy in Biological Understanding
The Distinction Between Biological
Vitalistic Causality
Chapter O Construction of Naive Biology Under Cognitive
Chapter Conceptual Change in Naive Biology
Chapter O Toward a Better Understanding
Author Index

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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.
Page 215 - Vosniadou, S., & loannides, C. (1998). From conceptual development to science education: A psychological point of view.
Page 206 - Coley, JD, Medin, DL, Proffitt, JB, Lynch, E., & Atran, S. (1999). Inductive reasoning in folkbiological thought. In DL Medin & S. Atran (Eds.), Folkbiology (pp. 205-232). Cambridge, MA: MIT Press.
Page 210 - Preschoolers' understanding of germs as invisible mechanisms. Cognitive Development, 11, 83-106. Kalish, CW (1997). Preschoolers' understanding of mental and bodily reactions to contamination: What you don't see can hurt you, but cannot sadden you.
Page 208 - Young children's naive theory of biology. Cognition, 50, 171-188. Hatano, G., & Inagaki, K.

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