Knowing Children: Experiments in Conversation and CognitionPsychology Press, 1997 - Всего страниц: 197 It has often been maintained that young children's knowledge is limited to perceptual appearances. In this "preoperational" stage of development, there are profound conceptual limitations in that they have little understanding of numerical and causal relations and are incapable of insight into the minds of others. Their apparent inability to perform well on traditional developmental measures has led researchers to accept a model of the young child as plagued by conceptual deficits. These ideas have had a major impact on educational programs. Many have accepted the view that the young are not ready for instruction and that their memory and understanding is vulnerable to distortion, especially in subjects such as mathematics and science. However, the second edition of this book provides further evidence that children's stage-like performance can frequently be reinterpreted in terms of a clash between the conversational worlds of adults and children. In many settings, children may not share an adult's well-meaning purpose or use of words in questioning. Under these conditions, they do not disclose the depth of their memory and understanding and may respond incorrectly even when they are certain of the right answer. In this light, a different model of development emerges with significant implications for instruction in educational, health, and legal settings. It attributes more competence to young children than is frequently recognized and reflects the position that development in evolutionarily important domains is guided by implicit constraints on learning. It proposes that attention to young children's conversational experience is a powerful means to illustrate what they know. |
Содержание
Communication with Children on Number and Measurement | 15 |
Detecting Causality | 43 |
Representing Objects and Viewpoints | 69 |
Memory and Suggestibility | 91 |
Understanding Persons | 107 |
Authority and Academic Skills | 127 |
Models of Knowledge | 147 |
165 | |
187 | |
195 | |
Часто встречающиеся слова и выражения
3-year-olds alternative answers appearance and reality attributions behaviour causal Child Development children aged children and adults children were asked children's knowledge children's responses children's understanding cockroach cognitive development communication conceptual limitation conservation consistency context conversational implications conversational rules demonstrate Developmental Psychology display distinguish domain Dowayo drink early evaluate example experimenter experiments explanation false beliefs Flavell friendship Gelman gender constancy gender identity girls Gricean maxims groups grown-up immanent justice implications implicit knowledge infants inferences interpretation interview involve judgements Kpelle lack language look Matthew effects mean age memory mental mental models milk mothers object permanence objects one-question condition parents peer perceive perception performance Perner perspective-taking physical Piaget Piagetian preschoolers problems punishment puppets recognise rejected repeated questioning reported representation respond correctly Rozin share shown Siegal social stop consonant story character strategy suggestibility tasks techniques test question theory theory of mind Vegemite young children