Children’s Discovery of the Active Mind: Phenomenological by Bradford H. Pillow PDF

February 2, 2018 | Developmental Psychology | By admin | 0 Comments

By Bradford H. Pillow

ISBN-10: 1461422477

ISBN-13: 9781461422471

During the previous 25 years, loads of learn and concept has addressed the advance of younger children’s figuring out of psychological states akin to wisdom, ideals, wants, intentions, and feelings. even supposing advancements in children’s knowing of the brain next to early adolescence has acquired much less awareness, lately a starting to be physique of study has emerged studying figuring out of mental functioning in the course of heart and past due adolescence. mixed with the literature on adolescent epistemological improvement, this examine offers a broader photo of age-related adjustments in children’s knowing of the mind.

Guided by way of the pursuits of describing developmental adjustments in children’s techniques of cognitive functioning and settling on assets of data that give a contribution to studying approximately cognition, Children’s Discovery of the energetic brain organizes empirical literature about the improvement of children’s wisdom of cognitive actions from early youth to formative years and provides a conceptual framework that integrates children’s introspective actions with social affects on improvement. Bringing jointly theoretical and empirical paintings from developmental, cognitive, and social psychology, the writer argues that instead of based upon a unmarried resource of knowledge, developmental growth is pushed via combos of children’s conceptual wisdom of psychological functioning, children’s phenomenological understanding in their personal cognitive actions, and children’s social experience.

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Extra info for Children’s Discovery of the Active Mind: Phenomenological Awareness, Social Experience, and Knowledge About Cognition

Example text

Individual differences in epistemological values influence reasoning. Klacyznski (2000) investigated biases in adolescents’ reasoning. Adolescents were asked to evaluate evidence relevant to their beliefs about relations between either social class or religion and variables such as parenting, morality, and satisfaction with life. When reasoning about social class or religion, adolescents used more sophisticated scientific reasoning strategies when rejecting evidence that was inconsistent with their prior theories, and made more superficial heuristic judgments when evaluating evidence that was consistent with their prior theories.

Justice, E. M. (1985). Categorization as a preferred memory strategy: developmental changes during elementary school. Developmental Psychology, 21, 1105–1110. Justice, E. M. (1986). Developmental changes in judgements of relative strategy effectiveness. British Journal of Developmental Psychology, 4, 75–81. Karmiloff-Smith, A. (1996). Beyond modularity: A developmental perspective on cognitive science. Cambridge, MA: MIT Press. Keenan, T. , & Olson, D. R. (1994). When do children begin to understand logical inference as a source of knowledge?

Five-year-olds usually did not recognize indeterminacy on one vs. two feature problems, but performed somewhat better on two vs. two feature problems, reporting indeterminacy about half of the time. In a second experiment, children often overlooked indeterminacy on problems where the pieces in one box matched the target object and the other box was closed so that its contents were not visible. Fay and Klahr (1996) concluded that children often follow a positive capture rule. That is, when children identify a single matching box, they judge that they can tell which box was used to construct the target object.

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Children’s Discovery of the Active Mind: Phenomenological Awareness, Social Experience, and Knowledge About Cognition by Bradford H. Pillow


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