Concepts, Kinds, and Cognitive Development (Paperback)

~ (Author)

Editorial Reviews

Review

"Keil is arguably the most original thinker in the field of conceptual development."
—James Russell, Times Higher Education Supplement



"The exposition of the empirical studies is admirably clear, and the findings themselves are significant. For linguists interested in concept development and concept representation, and also for philosophers of language who are interested in the causal theory of reference, this book is valuable."
—Paul Saka, Language

Product Description

In Concepts, Kinds, and Cognitive Development, Frank Keil develops a coherent account of how concepts and word meanings develop in children, adding to our understanding of the representational nature of concepts and word meanings at all ages. Weaving together issues in cognitive development, philosophy, and cognitive psychology, Keil reconciles numerous theories, backed by empirical evidence from nominal-kinds studies, natural-kinds studies, and studies of fundamental categorical distinctions.

Frank Keil is Professor of Psychology at Cornell University and Co-Director of the Cognitive Studies Program at Cornell.

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Product Details

• Paperback: 344 pages
• Publisher: The MIT Press (January 30, 1992)
• Language: English
• ISBN-10: 0262610760
• ISBN-13: 978-0262610766
• Product Dimensions: 9 x 5.9 x 0.8 inches
• Shipping Weight: 1.3 pounds (View shipping rates and policies)
• Average Customer Review: 5.0 out of 5 stars  See all reviews (1 customer review)
• Amazon.com Sales Rank: #1,362,245 in Books (See Bestsellers in Books)

Customer Reviews

Most Helpful Customer Reviews

4 of 5 people found the following review helpful:

5.0 out of 5 stars Great research!, August 29, 2005

By	Tanasije Gjorgoski (Struga, Macedonia) - See all my reviews (REAL NAME)

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.