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Theories in Children and the Rest of Us

Dados Bibliográficos

ID10705158
AutoresEric Schwitzgebel (0000-0003-4908-7074, University of California, Berkeley, autor correspondente)
Ano1996
Volume63
FascículoS3
PáginasS202-S210
Data de publicação1996-01-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoPhilosophy of Science (JOURNAL)
Identificadores do periódicoISSN: 0031-8248 • E-ISSN: 1539-767X
EditoraCambridge University Press (CUP) (PUBLISHER)
DOI10.1086/289953
OpenAlexW2055652665
IdiomaEN
Referências citadas19

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

Affect (linguistics) · Cognition · Cognitive psychology · Curiosity · Epistemology · Explanatory power · Rest (music) · Set (abstract data type) · Child and Animal Learning Development · Communication · Computer Science · Education and Critical Thinking Development · Philosophy · Philosophy and History of Science · Psychology · Social Psychology

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Velocidade de citaçãohistorical
Altamente citadoNão
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