Children's Early Understanding of Mind: Origins and DevelopmentPsychology Press, 18 мар. 2014 г. - Всего страниц: 493 A major feature of human intelligence is that it allows us to contemplate mental life. Such an understanding is vital in enabling us to function effectively in social groups. This book examines the origins of this aspect of human intelligence. The five sections attempt firstly, to place human development within an evolutionary context, focusing on the possibility of innate components of understanding. The second aim of the book is to examine the roles of early perception, pretence and communication as precursor skills in the development of a grasp of mental states. Thirdly, attention is given to the possibility that children know a good deal more about the mind than is apparent from many studies designed to probe their abilities. Taken together, the chapters in this book mark a new focus within a 'theory of mind' movement, examining a group of skills in infancy and early childhood which culminate towards the end of the preschool period in a more mature understanding of one's and others' mental states. Drawing together researchers from diverse theoretical positions, the aim is to work towards a coherent and unified account of this fundamental human abiity. This book will be of central relevance to psychologists and those in related disciplines, particularly education and philosophy. |
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Стр. xi
... Social - linguistic Intelligence in Early Childhood 311 Marilyn Shatz Introduction 311 Method 314 15 to 17 Months 316 18 to 24 Months 317 25 to 30 Months 320 31 to 36 Months 322 Conclusions 326 Acknowledgements 327 References 328 16 ...
... Social - linguistic Intelligence in Early Childhood 311 Marilyn Shatz Introduction 311 Method 314 15 to 17 Months 316 18 to 24 Months 317 25 to 30 Months 320 31 to 36 Months 322 Conclusions 326 Acknowledgements 327 References 328 16 ...
Стр. 2
... social cognition . An explosion of research has shown that by the end of their preschool years children come to take many of these skills for granted ( e.g. Astington , Harris , & Olson , 1988 ; Frye & Moore , 1991 ; Whiten , 1991 ) ...
... social cognition . An explosion of research has shown that by the end of their preschool years children come to take many of these skills for granted ( e.g. Astington , Harris , & Olson , 1988 ; Frye & Moore , 1991 ; Whiten , 1991 ) ...
Стр. 4
... social cognition , where the unfortunate individual lacks the insight into mind that most of us take for granted . Supporting evidence arose from a milestone study by Baron- Cohen , Leslie , and Frith ( 1985 ) . They presented an ...
... social cognition , where the unfortunate individual lacks the insight into mind that most of us take for granted . Supporting evidence arose from a milestone study by Baron- Cohen , Leslie , and Frith ( 1985 ) . They presented an ...
Стр. 8
... social referencing . In their chapter , Gopnik , Slaughter , and Meltzoff argue that an understanding of the representational mind is founded in early visual experiences , particularly those concerned with level - 1 perspective taking ...
... social referencing . In their chapter , Gopnik , Slaughter , and Meltzoff argue that an understanding of the representational mind is founded in early visual experiences , particularly those concerned with level - 1 perspective taking ...
Стр. 11
... social - linguistic intelligence , in which a conception of mind is founded on the emerging verbal ability to understand and explain the behaviour of self and others . The special value of language in this case is that it provides a ...
... social - linguistic intelligence , in which a conception of mind is founded on the emerging verbal ability to understand and explain the behaviour of self and others . The special value of language in this case is that it provides a ...
Содержание
19 | |
47 | |
Perceiving Attitudes Conceiving Minds | 71 |
Dare A Baldwin Department of Psychology University of Oregon Eugene | 91 |
Associations and Dissociations in Theories of Mind | 95 |
Evidence from | 133 |
How Understanding Visual Perception Can Lead to a | 157 |
Neuropsychological and Neurobiological | 183 |
Changing Minds and Changing Relationships | 297 |
Theory of Mind and the Development of Sociallinguistic | 311 |
Childrens Early Psychological Theory | 331 |
Childrens | 355 |
Peter Mitchell School of Psychology University of Birmingham PO Box 363 | 363 |
Early Deception and the Conceptual Continuity Claim | 385 |
Skills | 403 |
Childrens Theory of Mind and the Conversational Territory of Cognitive | 427 |
Making Sense of Pretence | 211 |
Understanding Pretence | 235 |
The Conceptual Origins of Belief and Pretence | 261 |
Triangulating Pretence and Belief | 287 |
Episodes Events and Narratives in the Childs Understanding of Mind | 457 |
Author Index | 481 |
Subject Index | 491 |
Другие издания - Просмотреть все
Children's Early Understanding of Mind: Origins and Development Charlie Lewis,Peter Mitchell Ограниченный просмотр - 2014 |
Children's Early Understanding of Mind: Origins and Development Charlie Lewis,Peter Mitchell Ограниченный просмотр - 1994 |
Children's Early Understanding of Mind: Origins and Development Charlie Lewis,Peter Mitchell Ограниченный просмотр - 1994 |
Часто встречающиеся слова и выражения
ability action activity adult answer appear argued asked Associates attention attitudes autism Baron-Cohen behaviour Cambridge Child Development children's understanding cognitive communication concept concerning condition correct deception described desires Developmental direct earlier early effect emotional evidence example experience experimenter expressions fact fail false belief false belief task findings Flavell focus four function Gopnik Harris human imitation infants intention interpretation involved Journal knowledge label language Leslie look make-believe mean mental Mitchell months nature object observed Oxford particular perception performance Perner person picture play possibility predict presented Press pretend Psychology question reality reasoning reference relation representation require response situation social story subjects suggest talk task theory of mind things thought three-year-olds true University Press utterances visual volume Wellman young children