About this topic
Summary What are the imperfect duties of childrearers? What are the virtues of childrearing? What, if anything, do children owe to other children and to adults? How do social expectations and cultural norms impact on children's wellbeing?
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  1. How Many Parents Should There Be in a Family?Kalle Grill - 2020 - Journal of Applied Philosophy (3):467-484.
    In this article, I challenge the widespread presumption that a child should have exactly two parents. I consider the pros and cons of various numbers of parents for the people most directly affected – the children themselves and their parents. The number of parents, as well as the ratio of parents to children, may have an impact on what resources are available, what relationships can develop between parents and children, what level of conflict can be expected in the family, as (...)
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  2. What Grounds Special Treatment Between Siblings?Marcus William Hunt - 2020 - Etikk I Praksis - Nordic Journal of Applied Ethics 14 (1):67-83.
    Siblings ought to treat one another specially – in other words, siblings qua siblings ought to treat one another in ways that they need not treat others. This paper offers a theory of why this is the case. The paper begins with some intuitive judgments about how siblings ought to treat one another and some other normative features of siblinghood. I then review three potential theories of why siblings ought to treat one another specially, adapted from the literature on filial (...)
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  3. Is Children’s Wellbeing Different From Adults’ Wellbeing?Andrée-Anne Cormier & Mauro Rossi - 2019 - Canadian Journal of Philosophy 49 (8):1146-1168.
    Call generalism about children’s and adults’ wellbeing the thesis that the same theory of wellbeing applies to both children and adults. Our goal is to examine whether generalism is true. While this question has not received much attention in the past, it has recently been suggested that generalism is likely to be false and that we need to elaborate different theories of children’s and adults’ wellbeing. In this paper, we defend generalism against the main objections it faces and make a (...)
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  4. Pediatric Assent and Treating Children Over Objection.Jason Wasserman, Mark Christopher Navin & John Vercler - 2019 - Pediatrics 144 (5):e20190382.
    More than 20 years ago, the pioneering pediatric ethicist William Bartholome wrote a fiery letter to the editor of this journal because he thought a recently published statement on pediatric assent, from the Committee on Bioethics of the American Academy of Pediatrics (AAP), showed insufficient respect for children. That AAP statement, like its 2016 update, asserts that pediatric assent should be solicited only when a child’s dissent will be honored. Bartholome objected that pediatricians should always solicit children’s assent and that (...)
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  5. O cuidado na educação infantil: Cenas do cotidiano de crianças em um centro de educação infantil em fortaleza-ce.Meirilene Dos Santos Araújo Barbosa & Ana Maria Monte Coelho Frota - 2018 - Childhood and Philosophy 14 (31):557-574.
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  6. Grounded Theory. A Research Method for Advancing the Comprehension of P4c’s Processes.Marie-France Daniel - 2018 - Childhood and Philosophy 14 (29).
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  7. Procreative-Parenting, Love's Reasons and the Demands of Morality.Luara Ferracioli - 2018 - Philosophical Quarterly 68 (270):77-97.
    Many philosophers believe that the relationship between a parent and a child is objectively valuable, but few believe that there is any objective value in first creating a child in order to parent her. But if it is indeed true that all of the objective value of procreative-parenting comes from parenting, then it is hard to see how procreative-parenting can overcome two particularly pressing philosophical challenges. A first challenge is to show that it is morally permissible for prospective parents to (...)
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  8. The Routledge Handbook of the Philosophy of Childhood and Children.Anca Gheaus, Gideon Calder & Jurgen De Wispelaere (eds.) - 2018 - Routledge.
  9. La mariposa y el violín. La urgencia de una cita: infancia, escuela e igualdad.Patricia Raquel Redondo - 2018 - Childhood and Philosophy 14 (31):545-556.
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  10. Children and Well-Being.Anthony Skelton - 2018 - In Anca Gheaus, Gideon Calder & Jurgen De Wispelaere (eds.), Routledge Handbook of the Philosophy of Childhood and Children. Abingdon, UK: Routledge. pp. 90-100.
    Children are routinely treated paternalistically. There are good reasons for this. Children are quite vulnerable. They are ill-equipped to meet their most basic needs, due, in part, to deficiencies in practical and theoretical reasoning and in executing their wishes. Children’s motivations and perceptions are often not congruent with their best interests. Consequently, raising children involves facilitating their best interests synchronically and diachronically. In practice, this requires caregivers to (in some sense) manage a child’s daily life. If apposite, this management will (...)
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  11. Compassion and Education: A Review.Tim Sprod - 2018 - Childhood and Philosophy 14 (29).
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  12. Infancias: Voces desde la diversidad.Suarez Maria Teresa - 2018 - Childhood and Philosophy 14 (29).
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  13. Do Parental Licensing Schemes Violate the Rights of Biological Parents?Christian Barry & R. J. Leland - 2017 - Philosophy and Phenomenological Research 94 (3):755-761.
  14. P4c After Auschwitz: On Immanence and Transcendence in Education.Gert Biesta - 2017 - Childhood and Philosophy 13 (28).
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  15. The Question of Desirability: How is Education a Risk?Magda Costa Carvalho - 2017 - Childhood and Philosophy 13 (28):537-546.
    Gert Biesta claims that education involves introducing young people to a pathway from what they want to what it is good for them to want, offering the conditions for children to cross from the former to the latter. This shift from a realm of individual desires to the realm of the desirable constitutes a “de-centered existence”. Since there is an undeniable normative dimension in this view, it seemed important to search for the guiding values or principles that frames it. In (...)
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  16. Grown-Upness or Living Philosophically?Claire Cassidy - 2017 - Childhood and Philosophy 13 (28).
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  17. Philosophy for Children, Learnification, Intelligent Adaptive Systems and Racism – a Response to Gert Biesta.Darren Chetty - 2017 - Childhood and Philosophy 13 (28).
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  18. Pragmatism and the Unlearning of Learnification.Maughn Rollins Gregory & Megan Jane Laverty - 2017 - Childhood and Philosophy 13 (28).
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  19. Teachers as Gardeners: Thinking, Attentiveness and the Child in the Community of Philosophical Inquiry.Hannam Patricia Mary - 2017 - Childhood and Philosophy 13 (28).
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  20. Kizel, A. (2017). “Existing in the World: But Whose World—and Why Not Change It?” Childhood and Philosophy 13 (28), 567–577.Arie Kizel - 2017 - Childhood and Philosophy 13 (28):567-577.
    This article takes issue with Gert Biesta’s lecture and the interpretation that one of his main arguments leads to the conclusion that the world is essentialist in nature. Thus, for any specific kind of entity, there is a set of characteristics, all of which any entity of that kind must have. In this text I will argue that existence “in the world” necessarily demands the belief that many other worlds consisting of diverse identities and communities have long been present and (...)
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  21. On the Risks of Approaching a Philosophical Movement Outside Philosophy.Walter Omar Kohan & David Kennedy - 2017 - Childhood and Philosophy 13 (28).
    Biesta states at the beginning of his intervention that he will speak “as an educationalist” outside not only of “philosophical work with children” but “outside of philosophy”. What are the implications of these assumptions in terms of “what is philosophy?” and “what is education?” Can we really speak about “philosophical work with children” outside philosophy? What are the consequences of taking this position? From this initial questioning, in this response some other questions are offered to Biesta’s presentation: is philosophical work (...)
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  22. Diálogo con Greg Biesta: Filosofía Y educación.Félix García Moriyón - 2017 - Childhood and Philosophy 13 (28).
    Biesta approaches different important educational topics that deserve some clarification and exploration. To begin with, Biesta emphasizes the preferential position that subjectification should occupy in education, a thesis I agree with. Nevertheless, qualification and socialization are also fundamental domains in education, much more in formal education. The aim of education, therefore, is to achieve an adequate balance between the three domains that makes possible a full educational process. On the other hand, it is valuable proposal to recover the importance of (...)
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  23. Parallel Convergences: Thinking with Biesta About Philosophy and Education.Stefano Oliverio - 2017 - Childhood and Philosophy 13 (28).
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  24. Jazzing Philosophy with Children. An Improvising Way for a New Pedagogy.Santi Marina - 2017 - Childhood and Philosophy 13 (28).
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  25. The Third Subject Position.Marjan Simenc - 2017 - Childhood and Philosophy 13 (28).
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  26. Considering Subject Positions with Biesta.Välitalo Riku - 2017 - Childhood and Philosophy 13 (28).
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  27. Considering Subject Positions with Biesta.R. Välitalo - 2017 - Childhood and Philosophy 13 (28).
    People who attended the ICPIC conference last summer were given a opportunity to consider some perspectives offered by the acknowledged scholar and educational thinker, Gert Biesta. His presentation in Madrid focused on exploring the educational significance of doing philosophy with children from a particular viewpoint. Biesta addressed the question of whether Philosophy for Children movement can offer something more than a clear head, that is, a critical, creative, caring and collaborative thinker. To get the message through, he analysed some wider (...)
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  28. Internal Goods of Teaching in Philosophy for Children: The Role of the Teacher and the Nature of Teaching in Pfc.Riku Välitalo - 2017 - Childhood and Philosophy 13 (27):271-290.
    Philosophy for Children promotes a pedagogy that builds on a collective process of truth-seeking and meaning-making. In contrast to seeing teachers as sources of knowledge, they are often described as facilitators in this communal process. PFC is part of the larger movement in education that has aimed to put the child at the center of the teaching and learning process. Yet, PFC, similar to other child-centered pedagogies, brings new challenges to understanding the role of the teacher. This article traces the (...)
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  29. Foucault and Incendiary Childhoods: Experiences of Other Truths and Other Heterotopias.Alexandre Filordi de Carvalho - 2016 - Childhood and Philosophy 12 (23).
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  30. Cenas E Tempos de Uma Infância Sem Fim: O Sentimento Trágico Em Incêndios.Sandra Mara Corazza & Deniz Alcione Nicolay - 2016 - Childhood and Philosophy 12 (23).
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  31. Philosophy for Children Meets the Art of Living: A Holistic Approach to an Education for Life.L. D'Olimpio & C. Teschers - 2016 - Philosophical Inquiry in Education 23 (2):114-124.
    This article explores the meeting of two approaches towards philosophy and education: the philosophy for children approach advocated by Lipman and others, and Schmid’s philosophical concept of Lebenskunst. Schmid explores the concept of the beautiful or good life by asking what is necessary for each individual to be able to develop their own art of living and which aspects of life are significant when shaping a good and beautiful life. One element of Schmid’s theory is the practical application of philosophy (...)
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  32. Philosophy for Children as a Teaching Movement in an Era of Too Much Learning.Charles Bingham - 2015 - Childhood and Philosophy 11 (22):223-240.
    In this article, I contextualize the community of inquiry approach, and Philosophy for Children, within the current milieu of education. Specifically, I argue that whereas former scholarship on Philosophy for Children had a tendency to critique the problems of teacher authority and knowledge transmission, we must now consider subtler, learner-centered scenarios of education as a threat to Philosophy for Children. I begin by offering a personal anecdote about my own experience attending a ‘reverse-integrated’ elementary school in 1968. I use this (...)
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  33. Review of Manifesting Inherent Perfection. [REVIEW]Subhasis Chattopadhyay - 2015 - Vedanta Kesari:442-3.
    This review makes a case for holistic education and calls for revamping Indian education, using the pedagogical methods available in this book.
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  34. From Confusion to Love: Russell Hoban’s The Mouse and His Child as Phenomenological Novel.Peter Raymond Costello - 2015 - Childhood and Philosophy 11 (21):93-103.
    Russell Hoban’s famous children’s novel, The Mouse and His Child, centers around a child’s quest for family, community, and self-awareness. This paper works to describe the novel as philosophical insofar as the novel takes up themes and elements of Maurice Merleau-Ponty’s essay “The Child’s Relations with Others.” Because the mouse and his father are joined at the hands, because they find their motion to be a problem, and because they work through ambiguity toward a loving community, the novel puts particular (...)
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  35. Ethical Rules and Particular Skills.Beth Dixon - 2015 - Childhood and Philosophy 11 (21):67-79.
    In this paper I explore what the P4C philosophical novel can contribute to deciding how we should use ethical rules in moral education. As I see it the philosophical novel urges us to regard ethical rule-following with some suspicion. Instead we are directed to appreciate the particular contexts and circumstances of ethical thinking, saying, and doing. But if we don’t teach ethics by the rules, then what is the alternative pedagogy? One possibility is to cultivate ethical expertise by analogy to (...)
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  36. Unfinished Adults and Defective Children.Anca Gheaus - 2015 - Journal of Ethics and Social Philosophy 9 (1):1-22.
    Traditionally, most philosophers saw childhood as a state of deficiency and thought that its value was entirely dependent on how successfully it prepares individuals for adulthood. Yet, there are good reasons to think that childhood also has intrinsic value. Children possess certain intrinsically valuable abilities to a higher degree than adults. Moreover, going through a phase when one does not yet have a “self of one’s own,” and experimenting one’s way to a stable self, seems intrinsically valuable. I argue that (...)
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  37. Philosophy with Children, the Poverty Line, and Socio-Philosophic Sensitivity.Arie Kizel - 2015 - Childhood and Philosophy 11 (21):139-162.
    A philosophy with children community of inquiry encourage children to develop a philosophical sensitivity that entails awareness of abstract questions related to human existence. When it operates, it can allow insight into significant philosophical aspects of various situations and their analysis. This article seeks to contribute to the discussion of philosophical sensitivity by adducing an additional dimension—namely, the development of a socio-philosophical sensitivity by means of a philosophical community of inquiry focused on texts linked to these themes and an analysis (...)
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  38. Authoring and Facilitating Affect. The Philosophical Novel as a Liberating Form of Affective Labour.Natalie Fletcher - 2014 - Childhood and Philosophy 10 (20):331-355.
    This article focuses on the notion of affectivity, which over the last few decades has become an increasingly popular lens through which to study various themes in the humanities and social sciences, notably with respect to labour. The notion of “affective labour” has been deemed to encompass both work that requires emotional investment and work that is intended to produce emotional responses yet explorations of such work, though varied in schope, have generally not widened their breadth to include the field (...)
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  39. REFRAMING AND PRACTICING COMMUNITY INCLUSION: THE RELEVANCE OF PHILOSOPHY FOR CHILDREN.Roberto Franzini Tibaldeo - 2014 - Childhood and Philosophy 10 (20):401-420.
    I wish to carry out a philosophical inquiry into contemporary intercultural public spheres. The thesis I will support is that the achievement of inclusive public spheres (namely, with respect to our European and Western experience, the accomplishment of democracy) largely depends on one’s willingness and capacity to foster an “appreciation of diversities” by first, enhancing policies and forms of cooperation between the citizens’ emotional and motivational resources, and then enhancing their cognitive competences. More specifically, my proposal is to understand such (...)
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  40. Dasein, The Early Years: Heideggerian Reflections on Childhood.Lawrence J. Hatab - 2014 - International Philosophical Quarterly 54 (4):379-391.
    Like most philosophers, Heidegger gave little attention to childhood, but his philosophical emphasis on pre-reflective practice and understanding seems uniquely qualified to help make sense of a child’s experience and development. Moreover, it seems to me that many central Heideggerian concepts are best defended, exemplified, and articulated by bringing child development into the discussion. A Heideggerain emphasis on pre-theoretical world-involvement opens up a rich array of phenomena for studying child development, which can improve upon standard theories that have over-emphasized exclusive (...)
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  41. “Life Goes on Even If There’s a Gravestone”: Philosophy with Children and Adolescents on Virtual Memorial Sites.Arie Kizel - 2014 - Childhood and Philosophy 10 (20):421-443.
    All over the Internet, many websites operate dealing with collective and personal memory. The sites relevant to collective memory deal with structuring the memory of social groups and they comprise part of “civil religion”. The sites that deal with personal memory memorialize people who have died and whose family members or friends or other members of their community have an interest in preserving their memory. This article offers an analysis of an expanded philosophical discourse that took place over a two-year (...)
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  42. O trabalho do professor de educação infantil.Júlia de Souza Delibero Angelo - 2013 - Saberes Em Perspectiva 3 (6):59-64.
    Neste artigo, abordarei, por meio da Teoria Crítica, o processo de construção do trabalho do professor de Educação Infantil no Brasil, fazendo um breve histórico da educação infantil, que tem seu início marcado pelo assistencialismo. Também será abordada a enorme feminilização dessa categoria profissional, que permanece muito forte, por meio do mito da “mãe cuidadora”. Por todo esse histórico, a desvalorização do professor de Educação Infantil é maior do que de professores de outros segmentos. A recente profissionalização e a rotina (...)
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  43. Relativism: A Threshold for Pupils to Cross in Order to Become Dialogical Critical Thinkers.Marie-France Daniel - 2013 - Childhood and Philosophy 9 (17):43-62.
    According to a number of international organizations such as UNESCO, the development of critical thinking is fundamental in youth education. In general, critical thinking is recognized as thinking that doubts and evaluates principles and facts. We define it as essentially dialogical, in other words constructive and responsible. And we maintain that its development is essential to help youngsters make enlightened decisions and adequately face up to the challenges of everyday living. Our recent analyses of exchanges among pupils who benefited from (...)
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  44. Children and Developed Agency.Andrew Divers - 2013 - Childhood and Philosophy 9 (18):225-244.
    That we treat children differently from adults is clear. The attitude of increased paternalistic standards can be seen in a number of cases – be it the rights which children have in terms of medical treatment, decisions about their lives which are left up to parents or guardians, or the prohibition of certain activities before a certain age. However, we can only treat ‘children as children’ if we can prove that this stands in great enough distinction from the adult. Either (...)
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  45. High Schools, Race, and America’s Future: What Students Can Teach Us About Morality, Diversity and Community.Neil Ferguson - 2013 - Journal of Moral Education 42 (4):516-517.
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  46. On Becoming an Adult: Autonomy and the Moral Relevance of Life's Stages.Andrew Franklin-Hall - 2013 - Philosophical Quarterly 63 (251):223-247.
    What is it about a person's becoming an adult that makes it generally inappropriate to treat that person paternalistically any longer? The Standard View holds that a mere difference in age or stage of life cannot in itself be morally relevant, but only matters insofar as it is correlated with the development of capacities for mature practical reasoning. This paper defends the contrary view: two people can have all the same general psychological attributes and yet the mere fact that one (...)
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  47. Improving Emotion Comprehension and Social Skills in Early Childhood Through Philosophy for Children.Marta Giménez-dasí, Laura Quintanilla & Marie-France Daniel - 2013 - Childhood and Philosophy 9 (17):63-89.
    The relationship between emotion comprehension and social competence from very young ages has been addressed in numerous studies in the field of developmental psychology. Emotion knowledge in childhood seems to have its roots in the conversations and explanations children hear about what emotions are and how to manage them. Given that behavioral interventions often do not achieve medium-term improvements or generalization to other contexts, this study evaluates the results of an intervention using the Thinking Emotions program. This program uses Philosophy (...)
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  48. Análise Dos Conceitos de Inacabamento Freiriano E Crescimento Deweyano Para a Infância Em Processo Formativo.Leoni Maria Padilha Henning & Andressa Coelho Righi de Carvalho - 2013 - Childhood and Philosophy 9 (18):297-318.
    Este trabalho parte de algumas considerações das perspectivas antropológicas de Paulo Freire e John Dewey, tomando o primeiro autor como um leitor do segundo, pelo menos por via indireta através de Anísio Teixeira, focalizando basicamente duas noções fundamentais: o inacabamento freiriano e o crescimento deweyano. Discutindo detalhes e consequências teóricas desses conceitos para a educação, utilizamos as críticas dos autores em relação à educação bancária e/ou tradicional para apresentar os argumentos que foram elaborados em favor de uma nova educação. Foi (...)
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  49. Análise Dos Conceitos De Inacabamento Freiriano E Crescimento Deweyano Para A Inf'ncia Em Processo Formativo.Leoni Padilha Henning & Andressa Coelho Righi de Carvalho - 2013 - Childhood and Philosophy 9 (17):297-318.
    Este trabalho parte de algumas considerações das perspectivas antropológicas de Paulo Freire e John Dewey, tomando o primeiro autor como um leitor do segundo, pelo menos por via indireta através de Anísio Teixeira, focalizando basicamente duas noções fundamentais: o inacabamento freiriano e o crescimento deweyano. Discutindo detalhes e consequências teóricas desses conceitos para a educação, utilizamos as críticas dos autores em relação à educação bancária e/ou tradicional para apresentar os argumentos que foram elaborados em favor de uma nova educação. Foi (...)
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  50. Young Children's Trust in Overtly Misleading Advice.Gail D. Heyman, Lalida Sritanyaratana & Kimberly E. Vanderbilt - 2013 - Cognitive Science 37 (4):646-667.
    The ability of 3- and 4-year-old children to disregard advice from an overtly misleading informant was investigated across five studies (total n = 212). Previous studies have documented limitations in young children's ability to reject misleading advice. This study was designed to test the hypothesis that these limitations are primarily due to an inability to reject specific directions that are provided by others, rather than an inability to respond in a way that is opposite to what has been indicated by (...)
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