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Developmental, cognitive, and social psychologists, as well as scholars in cognitive science and philosophy will be interested in this in-depth study of young children's concepts of underlying categoriesthe commonalities and differences essential to identity. Gelman (psychology, U. of Michigan) describes her extensive research and insights, challenging the idea that children are primarily focused on surface characteristics and suggesting that children spontaneously draw on a heritage of folk information in their construction of knowledge. Annotation ©2003 Book News, Inc., Portland, OR
About the Author
Susan A. Gelman is the Frederick G. L. Huetwell Professor of Psychology at the University of Michigan. She has authored more than one hundred publications on language and cognitive development and has received numerous honors and awards, including a J.S. Guggenheim Fellowship, a Distinguished Scientific Award from the American Psychological Association for Early Career Contribution to Psychology, and a Boyd McCandless Young Scientist Award from Division 7 of the American Psychological Association. She also serves on the editorial board of several journals. Her research has been funded by the National Institutes of Child Health and Human Development, the National Science Foundation, and the Spencer Foundation.
Table of Contents
PART I: THE PHENOMENA
Introduction to Part I. Notes on Research Methods
2. The Inductive Potential of Categories
3. Hidden, Nonobvious Properties
4. Children's Conceptions of Nature and Nurture
5. Causal Explanations, Causal Determinism
6. Conclusions to Part I
PART II: MECHANISMS OF ACQUISITION
7. What Parents Sayand Do Not Sayabout Essences
8. Essentialism in Language
9. Theory Theories and DAM Theories
PART III: IMPLICATIONS AND SPECULATIONS
10. Unfinished Business
11. Why Do We Essentialize?