David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
Learn more about PhilPapers
Philosophy of Science Association 3 (3):S202-S210 (1996)
I offer an account of theories useful in addressing the question of whether children are young theoreticians whose development can be regarded as the product of theory change. I argue that to regard a set of propositions as a theory is to be committed to evaluating that set in terms of its explanatory power. If theory change is the substance of cognitive development, we should see patterns of affect and arousal consonant with the emergence and resolution of explanation-seeking curiosity. Affect has largely been ignored as a potential source of support or disconfirmation for the "theory theory" of development
|Keywords||Children Cognition Epistemology Proposition Theory|
|Categories||categorize this paper)|
Setup an account with your affiliations in order to access resources via your University's proxy server
Configure custom proxy (use this if your affiliation does not provide a proxy)
|Through your library|
References found in this work BETA
No references found.
Citations of this work BETA
No citations found.
Similar books and articles
Stuart S. Glennan (2005). The Modeler in the Crib. Philosophical Explorations 8 (3):217-227.
B. Sodian, C. Hulsken & C. Thoermer (2003). The Self and Action in Theory of Mind Research. Consciousness and Cognition 12 (4):777-782.
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.
Jeremy I. M. Carpendale & Charlie Lewis (2004). Constructing an Understanding of Mind: The Development of Children's Social Understanding Within Social Interaction. Behavioral and Brain Sciences 27 (1):79-96.
Alison Gopnik (1998). Explanation as Orgasm. Minds and Machines 8 (1):101-118.
Haruo Kikuno, Peter Mitchell & Fenja Ziegler (2007). How Do Young Children Process Beliefs About Beliefs?: Evidence From Response Latency. Mind and Language 22 (3):297–316.
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.
Shiho Main (2012). 'The Other Half' of Education: Unconscious Education of Children. Educational Philosophy and Theory 44 (1):82-95.
Alison Gopnik (1997). The Scientist as Child. Philosophy of Science 63 (4):485-514.
Added to index2009-01-28
Total downloads16 ( #98,517 of 1,096,620 )
Recent downloads (6 months)4 ( #71,259 of 1,096,620 )
How can I increase my downloads?