David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jack Alan Reynolds
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Philosophical Explorations 8 (3):217-227 (2005)
A number of developmental psychologists have argued for a theory they call the theory theory - a theory of cognitive development that suggests that infants and small children make sense of their world by constructing cognitive representations that have many of the attributes of scientific theories. In this paper I argue that there are indeed close parallels between the activities of children and scientists, but that these parallels will be better understood if one recognizes that both scientists and children are not so much theorists as model builders
|Keywords||Children Cognitive Science Psychology Science Gopnik, Alison|
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Citations of this work BETA
Pierre Poirier & Guillaume Beaulac (2011). Le véritable retour des définitions. Dialogue 50 (1):153-164.
Bill Wringe (2011). Cognitive Individualism and the Child as Scientist Program. Studies in History and Philosophy of Science Part C 42 (4):518-529.
Bill Wringe (2011). Cognitive Individualism and the Child as Scientist Program. Studies in History and Philosophy of Science Part C: Studies in History and Philosophy of Biological and Biomedical Sciences 42 (4):518-529.
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