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The Essential Child : Origins of Essentialism in Everyday Thought.

By: Material type: TextTextSeries: Oxford Series in Cognitive Development SeriesPublisher: Oxford : Oxford University Press, Incorporated, 2003Copyright date: ©2003Edition: 1st edDescription: 1 online resource (393 pages)Content type:
  • text
Media type:
  • computer
Carrier type:
  • online resource
ISBN:
  • 9780198035053
Subject(s): Genre/Form: Additional physical formats: Print version:: The Essential ChildDDC classification:
  • 155.4/1323
LOC classification:
  • BF723.C27
Online resources:
Contents:
Intro -- Contents -- Chapter 1 Introduction -- PART I. THE PHENOMENA -- Introduction to Part I: Notes on Research Methods -- Chapter 2 The Inductive Potential of Categories -- Chapter 3 Hidden, Nonobvious Properties -- Chapter 4 Children's Conceptions of Nature and Nurture -- Chapter 5 Causal Explanations, Causal Determinism -- Chapter 6 Conclusions to Part I -- PART II. MECHANISMS OF ACQUISITION -- Chapter 7 What Parents Say-and Do Not Say-about Essences -- Chapter 8 Essentialism in Language -- Chapter 9 Theory Theories and DAM Theories -- PART III. IMPLICATIONS AND SPECULATIONS -- Chapter 10 Unfinished Business -- Chapter 11 Why Do We Essentialize? -- Notes -- References -- Author Index -- A -- B -- C -- D -- E -- F -- G -- H -- I -- J -- K -- L -- M -- N -- O -- P -- Q -- R -- S -- T -- U -- V -- W -- X -- Y -- Z -- Subject Index -- A -- B -- C -- D -- E -- F -- G -- H -- I -- K -- L -- M -- N -- O -- P -- Q -- R -- S -- T -- U -- V -- W -- Y -- Z.
Summary: Numerous fields stake claims about essentialism but this is the first book to address the issues surrounding essentialism from the perspective of developmental psychology. Gelman synthesizes 15 years of empirical research on essentialism into a coherent framework, examining children's thinking and ways in which language influences thought. She argues that young children's use of concepts such as "dog," "man," or "intelligence," reflects their deep commitment to the presence of these categories' properties that extends beyond the observable information about objects. The presence of this commitment in children also means that they do not come into the world as passive recipients of data, but rather have an organizational scheme that supports categories. This volume will be of interest to developmental, cognitive, and social psychologists, as well as to scholars in cognitive science and philosophy.
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Intro -- Contents -- Chapter 1 Introduction -- PART I. THE PHENOMENA -- Introduction to Part I: Notes on Research Methods -- Chapter 2 The Inductive Potential of Categories -- Chapter 3 Hidden, Nonobvious Properties -- Chapter 4 Children's Conceptions of Nature and Nurture -- Chapter 5 Causal Explanations, Causal Determinism -- Chapter 6 Conclusions to Part I -- PART II. MECHANISMS OF ACQUISITION -- Chapter 7 What Parents Say-and Do Not Say-about Essences -- Chapter 8 Essentialism in Language -- Chapter 9 Theory Theories and DAM Theories -- PART III. IMPLICATIONS AND SPECULATIONS -- Chapter 10 Unfinished Business -- Chapter 11 Why Do We Essentialize? -- Notes -- References -- Author Index -- A -- B -- C -- D -- E -- F -- G -- H -- I -- J -- K -- L -- M -- N -- O -- P -- Q -- R -- S -- T -- U -- V -- W -- X -- Y -- Z -- Subject Index -- A -- B -- C -- D -- E -- F -- G -- H -- I -- K -- L -- M -- N -- O -- P -- Q -- R -- S -- T -- U -- V -- W -- Y -- Z.

Numerous fields stake claims about essentialism but this is the first book to address the issues surrounding essentialism from the perspective of developmental psychology. Gelman synthesizes 15 years of empirical research on essentialism into a coherent framework, examining children's thinking and ways in which language influences thought. She argues that young children's use of concepts such as "dog," "man," or "intelligence," reflects their deep commitment to the presence of these categories' properties that extends beyond the observable information about objects. The presence of this commitment in children also means that they do not come into the world as passive recipients of data, but rather have an organizational scheme that supports categories. This volume will be of interest to developmental, cognitive, and social psychologists, as well as to scholars in cognitive science and philosophy.

Description based on publisher supplied metadata and other sources.

Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.

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