Words, Thoughts, and Theories articulates and defends the "theory theory" of cognitive and semantic development, the idea that infants and young children, like scientists, learn about the world by forming and revising theories, a view of the origins of knowledge and meaning that has broad implications for cognitive science.
Gopnik and Meltzoff interweave philosophical arguments and empirical data from their own and other's research. Both the philosophy and the psychology, the arguments and the data, address the same fundamental epistemological question: How do we come to understand the world around us?
Recently, the theory theory has led to much interesting research. However, this is the first book to look at the theory in extensive detail and to systematically contrast it with other theories. It is also the first to apply the theory to infancy and early childhood, to use the theory to provide a framework for understanding semantic development, and to demonstrate that language acquisition influences theory change in children.The authors show that children just beginning to talk are engaged in profound restructurings of several domains of knowledge. These restructurings are similar to theory changes in science, and they influence children's early semantic development, since children's cognitive concerns shape and motivate their use of very early words. But, in addition, children pay attention to the language they hear around them and this too reshapes their cognition, and causes them to reorganize their theories.
Les informations fournies dans la section « Synopsis » peuvent faire référence à une autre édition de ce titre.
Jeffrey Rosenschein is the Sam and Will Strauss Professor of Computer Science at the Hebrew University of Jerusalem.
Les informations fournies dans la section « A propos du livre » peuvent faire référence à une autre édition de ce titre.
Vendeur : Don's Book Store, Albuquerque, NM, Etats-Unis
Trade Paperback. Etat : Very Good. Third Printng 2002. 268 Pages Indexed. Words, Thoughts, and Theories articulates and defends the "theory theory" of cognitive and semantic development, the idea that infants and young children, like scientists, learn about the world by forming and revising theories, a view of the origins of knowledge and meaning that has broad implications for cognitive science.Gopnik and Meltzoff interweave philosophical arguments and empirical data from their own and other's research. Both the philosophy and the psychology, the arguments and the data, address the same fundamental epistemological question: How do we come to understand the world around us? Recently, the theory theory has led to much interesting research. However, this is the first book to look at the theory in extensive detail and to systematically contrast it with other theories. It is also the first to apply the theory to infancy and early childhood, to use the theory to provide a framework for understanding semantic development, and to demonstrate that language acquisition influences theory change in children.The authors show that children just beginning to talk are engaged in profound restructurings of several domains of knowledge. These restructurings are similar to theory changes in science, and they influence children's early semantic development, since children's cognitive concerns shape and motivate their use of very early words. But, in addition, children pay attention to the language they hear around them and this too reshapes their cognition, and causes them to reorganize their theories. N° de réf. du vendeur 23369
Quantité disponible : 1 disponible(s)
Vendeur : Anybook.com, Lincoln, Royaume-Uni
Etat : Fair. This is an ex-library book and may have the usual library/used-book markings inside.This book has soft covers. In fair condition, suitable as a study copy. Please note the Image in this listing is a stock photo and may not match the covers of the actual item,500grams, ISBN:9780262571265. N° de réf. du vendeur 9035089
Quantité disponible : 1 disponible(s)
Vendeur : Silent Way Books, Glenside, PA, Etats-Unis
Trade Paperback. Etat : As New. Unworn, unmarked copy. N° de réf. du vendeur 031028
Quantité disponible : 1 disponible(s)
Vendeur : FITZ BOOKS AND WAFFLES, Buffalo, NY, Etats-Unis
Soft cover. Etat : Near Fine. No marks. No wear. N° de réf. du vendeur 011255
Quantité disponible : 1 disponible(s)
Vendeur : World of Books (was SecondSale), Montgomery, IL, Etats-Unis
Etat : Very Good. Item in very good condition! Textbooks may not include supplemental items i.e. CDs, access codes etc. N° de réf. du vendeur 00102724350
Quantité disponible : 1 disponible(s)
Vendeur : ThriftBooks-Atlanta, AUSTELL, GA, Etats-Unis
Paperback. Etat : Fair. No Jacket. Readable copy. Pages may have considerable notes/highlighting. ~ ThriftBooks: Read More, Spend Less. N° de réf. du vendeur G0262571269I5N00
Quantité disponible : 1 disponible(s)
Vendeur : WorldofBooks, Goring-By-Sea, WS, Royaume-Uni
Paperback. Etat : Very Good. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged. N° de réf. du vendeur GOR004405728
Quantité disponible : 1 disponible(s)
Vendeur : Webbooks, Wigtown, Wigtown, Royaume-Uni
Soft Cover. Etat : Good. No Jacket. Reprint. From an academic library with the usual stamps etc. Paper covers now incorporated into library boards. N° de réf. du vendeur OX4144
Quantité disponible : 1 disponible(s)
Vendeur : Webbooks, Wigtown, Wigtown, Royaume-Uni
Soft Cover. Etat : Good. No Jacket. Reprint. From an academic library with the usual stamps etc. Paper covers now incorporated into library boards. N° de réf. du vendeur OX4143
Quantité disponible : 1 disponible(s)
Vendeur : Lucky's Textbooks, Dallas, TX, Etats-Unis
Etat : New. N° de réf. du vendeur ABLIING23Feb2215580084903
Quantité disponible : Plus de 20 disponibles