| Description |
x, 382 pages : illustrations ; 24 cm |
| Series |
Oxford series in cognitive development |
|
Oxford series in cognitive development.
|
| Contents |
Introduction to Part I: Notes on research methods -- The inductive potential of categories -- Hidden, nonobvious properties -- Children's conceptions of nature and nurture -- Causal explanations, causal determinism -- Conclusions to Part I -- What parents say--and do not say--about essences -- Essentialism in language -- Theory theories and DAM theories -- Unfinished business -- Why do we essentialize? |
| Summary |
"Essentialist accounts have been offered, in one form or another, for thousands of years, extending back at least to Aristotle and Plato. Yet this book is the first to address the issues surrounding essentialism from a psychological perspective. Gelman synthesizes more than fifteen 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 in cognitive science and philosophy."--BOOK JACKET |
| Bibliography |
Includes bibliographical references (pages [335]-367) and indexes |
| Subject |
Categorization (Psychology) in children.
|
|
Cognition in children.
|
|
Children -- Language.
|
| LC no. |
2002008635 |
| ISBN |
0195154061 alkaline paper |
|
