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Synopsis
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.
Les informations fournies dans la section « Synopsis » peuvent faire référence à une autre édition de ce titre.
À propos de l'auteur
Susan A. Gelman is the Frederick G. L. Huetwell Professor of Psychology at the University of Michigan. She has authored more than one hundred publications on language and cognitive development and has received numerous honors and awards, including a J.S. Guggenheim Fellowship, a Distinguished Scientific Award from the American Psychological Association for Early Career Contribution to Psychology, and a Boyd McCandless Young Scientist Award from Division 7 of the American Psychological Association. She also serves on the editorial board of several journals. Her research has been funded by the National Institutes of Child Health and Human Development, the National Science Foundation, and the Spencer Foundation.
Les informations fournies dans la section « A propos du livre » peuvent faire référence à une autre édition de ce titre.
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The Essential Child: Origins of Essentialism in Everyday Thought (Oxford Series in Cognitive Development)
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The Essential Child: Origins of Essentialism in Everyday Thought (Oxford Series in Cognitive Development)
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Oxford University Press, 2003
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ISBN 13 : 9780195154061
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The Essential Child : Origins of Essentialism in Everyday Thought
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The Essential Child : Origins of Essentialism in Everyday Thought
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THE ESSENTIAL CHILD: ORIGINS OF ESSENTIALISM IN EVERYDAY THOUGHT
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The Essential Child: Origins of Essentialism in Everyday Thought (Oxford Series in Cognitive Development)
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The Essential Child: Origins of Essentialism in Everyday Thought (eng)
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Essential Child : Origins of Essentialism in Everyday Thought
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Essential Child : Origins of Essentialism in Everyday Thought
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Oxford University Press, 2003
ISBN 10 : 0195154061
ISBN 13 : 9780195154061
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The Essential Child (Hardcover)
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Hardcover. Etat : new. Hardcover. Essentialism is the idea that certain categories, such as "dog," "man," or "intelligence," have an underlying reality or true nature that gives objects their identity. Where does this idea come from? In this book, Susan Gelman argues that essentialism is an early cognitive bias. Young children's concepts reflect a deep commitment to essentialism, and this commitment leads children to look beyond the obvious in many converging ways: when learning words, generalizingknowledge to new category members, reasoning about the insides of things, contemplating the role of nature versus nurture, and constructing causal explanations. Gelman argues against the standard viewof children as concrete or focused on the obvious, instead claiming that children have an early, powerful tendency to search for hidden, non-obvious features of things. She also attacks claims that children build up their knowledge of the world based on simple, associative learning strategies, arguing that children's concepts are embedded in rich folk theories. Parents don't explicitly teach children to essentialize; instead, during the preschool years, children spontaneously construct conceptsand beliefs that reflect an essentialist bias.Essentialist accounts have been offered, in one form or another, for thousands of years, extending back at least to Aristotle andPlato. Yet this book is the first to address the issues surrounding essentialism from a psychological perspective. Gelman synthesizes over 15 years of empirical research on essentialism into a unified framework and explores the broader lessons that the research imparts concerning, among other things, human concepts, children's thinking, and the ways in which language influences thought. This volume will appeal to developmental, cognitive, and social psychologists, as well as to scholars incognitive science and philosophy. 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 examines children's thinking and ways in which language influences thought. This item is printed on demand. Shipping may be from our Sydney, NSW warehouse or from our UK or US warehouse, depending on stock availability. N° de réf. du vendeur 9780195154061
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