- Unknown Binding
- ISBN-10: 0585003513
- ISBN-13: 978-0585003511
- Average Customer Review: 5.0 out of 5 stars See all reviews (1 customer review)
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4 of 5 people found the following review helpful:
5.0 out of 5 stars
Great research!,
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This review is from: Concepts, Kinds, and Cognitive Development (Learning, Development, and Conceptual Change) (Hardcover)
As the title says, the book analyses the development of concepts in children. It starts with explanation of the classical theories of concepts, the reasons of their forming, and what they are lacking.
Starting from that, it goes carefully, without presuming anything, through a set of empirical studies done with young children (pre-school, and early school ages), tightening the ring arround the possible theories. As a result, at the end the theory of theory based concepts seems to be best fitted. Closing chapter made me eager to read following books of the author, where he is supposed to analyze what kind of early theories there are in children, if there is just few general , or more specific ones. Very clearly and well written.
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Front Cover | Table of Contents | First Pages | Index | Back Cover | Surprise Me!
Front Cover | Table of Contents | First Pages | Index | Back Cover | Surprise Me!
Citations (learn more)
61
books
cite this book:
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- Race in the Making: Cognition, Culture, and the Child's Construction of Human Kinds (Learning, Development, and Conceptual Change) by Lawrence A. Hirschfeld in Front Matter, and Back Matter
- Conceptualizing Music: Cognitive Structure, Theory, and Analysis (AMS Studies in Music) by Lawrence M. Zbikowski on page 117, and Back Matter
- Drawing Distinctions: The Varieties of Graphic Expression by Patrick Maynard in Back Matter (1), and Back Matter (2)
- Similarity and Symbols in Human Thinking (Cognition Special Issue) by Steven A Sloman on page 77, and page 209
- Kripke: Names, Necessity, and Identity by Christopher Hughes on page 63, and Back Matter
See all 61 books citing this book
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