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Auteur
Nom
CAREY, Susan
Commentaire
Harvard University, USA Données: 2008
Enregistrements liés (50 derniers)
Informations liées
Chapitre : Are children fundamentally different kinds of thinkers and learners than adults?
Article : Theories of development: in dialog with Jean Piaget
Article : Some consequences of normal aging for generating conceptual explanations: a case study of vitalist biology
Article : Developmental changes within the core of artifact concepts
Article : Précis of the origin of concepts / Susan Carey
Article : Why the verbal counting principles are constructed out of representations of small sets of individuals : a reply to Gallistel / Mathieu Le Corre, Susan Carey
Livre/brochure : Conceptual change in childhood
Livre/brochure : The epigenesis of mind: Essays on biology and cognition
Article : Infants' knowledge of objects: Beyond object files and object tracking
Article : Knowledge enrichment and conceptual change in folkbiology: Evidence from Williams syndrome
Article : On understanding the nature of scientific knowledge
Article : "An experiment is when you try it and see if it works": A study of grade 7 students' understanding of the construction of scientific knowledge
Article : On differentiation: A case study of the development of the concepts of size, weight, and density
Chapitre : Theory change in childhood / Susan Carey
Chapitre : Speaking of objects, as such
Chapitre : Knowledge acquisition: Enrichment or conceptual change?
Chapitre : On some relations between the description and the explanation of developmental change
Chapitre : Reorganization of knowledge in the course of acquisition
Article : The role of domain-general cognitive resources in children’s construction of a vitalist theory of biology
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