David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jonathan Jenkins Ichikawa
Jack Alan Reynolds
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Science and Education 8 (5):457-488 (1999)
Debate has been growing in developmental psychology over how much the cognitive development of children is like theory change in science. Useful debate on this topic requires a clear understanding of what it would be for a child to have a theory. I argue that existing accounts of theories within philosophy of science and developmental psychology either are less precise than is ideal for the task or cannot capture everyday theorizing of the sort that children, if they theorize, must do. I then propose an account of theories that ties theories and explanation very closely together, treating theories primarily as products of a drive to explain. I clarify some of the positions people have taken regarding the "theory theory" of development, and I concl.ude by proposing that psychologists interested in the 'theory theory' look for patterns of affect and arousal in development that would accompany the existence of a drive to explain
|Keywords||Childhood Attitudes Epistemology Psychology Science Education Theories|
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Bill Wringe (2002). Is Folk Psychology a Lakatosian Research Program? Philosophical Psychology 15 (3):343-358.
William F. Brewer (2001). Models in Science and Mental Models in Scientists and Nonscientists. Mind and Society 2 (2):33-48.
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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