Philosophical Explorations 8 (3):217-227 (2005)

Abstract
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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DOI 10.1080/13869790500219604
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References found in this work BETA

How the Laws of Physics Lie.Nancy Cartwright - 1983 - Oxford University Press.
Thinking About Mechanisms.Peter Machamer, Lindley Darden & Carl F. Craver - 2000 - Philosophy of Science 67 (1):1-25.
Causality: Models, Reasoning and Inference.Judea Pearl - 2000 - Cambridge University Press.

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Citations of this work BETA

Telling Stories Without Words.Kristin Andrews - 2009 - Journal of Consciousness Studies 16 (6-8):6-8.
Cognitive Individualism and the Child as Scientist Program.Bill Wringe - 2011 - 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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