The Baby in the Lab-Coat: Why Child Development Is Not an Adequate Model for Understanding the Development of Science
Graduate studies at Western
|Abstract||Alison Gopnik and her collaborators have recently proposed a bold and intriguing hypothesis about the relationship between scientific cognition and cognitive development in childhood. According to this view, the processes underlying cognitive development in infants and children and the processes underlying scientific cognition are identical. We argue that Gopnik's bold hypothesis is untenable because it, along with much of cognitive science, neglects the many important ways in which human minds are designed to operate within a social environment. This leads to a neglect of norms and the processes of social transmission which have an important effect on scientific cognition and cognition more generally.|
|Keywords||No keywords specified (fix it)|
|Categories||categorize this paper)|
|Through your library||Only published papers are available at libraries|
Similar books and articles
Daniel Nazer, Aaron Ruby, Shaun Nichols, Jonathan Weinberg, Stephen Stich, Luc Faucher & Ron Mallon (2002). The Baby in the Lab-Coat: Why Child Development is Not an Adequate Model for Understanding the Development of Science. In P. Carruthers, S. Stich & M. Siegal (eds.), The Cognitive Basis of Science. Cambridge University Press.
Stephen M. Downes (1999). Can Scientific Development and Children's Cognitive Development Be the Same Process? Philosophy of Science 66 (4):565-578.
Alison Gopnik (1997). The Scientist as Child. Philosophy of Science 63 (4):485-514.
Linda B. Smith & Adam Sheya (2010). Is Cognition Enough to Explain Cognitive Development? Topics in Cognitive Science 2 (4):725-735.
Denis Mareschal, Mark H. Johnson, Sylvain Sirois, Michael Spratling, Michael S. C. Thomas & Gert Westermann (2007). Neuroconstructivism - I: How the Brain Constructs Cognition. OUP Oxford.
A. M. & M. S. (2002). The Theory Theory Thrice Over: The Child as Scientist, Superscientist or Social Institution? Studies in History and Philosophy of Science Part A 33 (1):117-132.
Susan Carey & Elizabeth Spelke (1996). Science and Core Knowledge. Philosophy of Science 63 (4):515 - 533.
Patricia H. Miller (2001). Developmental Issues in Model-Based Reasoning During Childhood. Mind and Society 2 (2):49-58.
Michael A. Bishop (2002). The Theory Theory Thrice Over: The Child as Scientist, Superscientist, or Social Institution? Studies in History and Philosophy of Science 33 (1):121-36.
Tim Fuller (2012). Is Scientific Theory Change Similar to Early Cognitive Development? Gopnik on Science and Childhood. Philosophical Psychology 26 (1):109 - 128.
Peter Zachar (2000). Child Development and the Regulation of Affect and Cognition in Consciousness: A View From Object Relations Theory. In Ralph D. Ellis & Natika Newton (eds.), The Caldron of Consciousness: Motivation, Affect and Self-Organization. John Benjamins.
Evangelia G. Chrysikou, Jared M. Novick, John C. Trueswell & Sharon L. Thompson-Schill (2011). The Other Side of Cognitive Control: Can a Lack of Cognitive Control Benefit Language and Cognition? Topics in Cognitive Science 3 (2):253-256.
Willis F. Overton & Jeanette McCarthy Gallagher (eds.) (1977). Knowledge and Development. Plenum Press.
Marc de Mey (1982/1992). The Cognitive Paradigm: An Integrated Understanding of Scientific Development. University of Chicago Press.
Stuart S. Glennan (2005). The Modeler in the Crib. Philosophical Explorations 8 (3):217-227.
Added to index2011-05-07
Total downloads40 ( #33,749 of 738,079 )
Recent downloads (6 months)1 ( #61,269 of 738,079 )
How can I increase my downloads?