Conceptual Change In Childhood

Neuauflage 1987
ISBN: 978-0-262-53073-6
Verlag: MIT Press Ltd

Buch, Englisch, 240 Seiten, Trade Paperback, Format (B × H): 230 mm x 160 mm, Gewicht: 376 g

Reihe: Learning, Development, and Conceptual Change

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.

Autoren/Hrsg.

Carey, Susan (Harvard University)

Carey, Susan

Rosenschein, Jeffrey S.

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik Pädagogische Psychologie
• Sozialwissenschaften Psychologie Allgemeine Psychologie Entwicklungspsychologie Kinder- und Jugendpsychologie

Über Autor(innen)

Rosenschein, Jeffrey S.
Jeffrey Rosenschein is the Sam and Will Strauss Professor of Computer Science at the Hebrew University of Jerusalem.

Carey, Susan
Susan Carey is the Henry A. Morss Jr. and Elisabeth W. Morss Professor of Psychology in the Faculty of Arts and Sciences. She is the first woman to receive the 2009 David E. Rumelhart Prize, given annually since 2001 for significant contributions to the theoretical foundation of human cognition.

Susan Carey is the Henry A. Morss Jr. and Elisabeth W. Morss Professor of Psychology in the Faculty of Arts and Sciences. She is the first woman to receive the 2009 David E. Rumelhart Prize, given annually since 2001 for significant contributions to the theoretical foundation of human cognition.