Young children's naive theory of biology

Cognition

Volumn 50, Issue 1-3, 1994, Pages 171-188

  Hatano, Giyoo ^a   Inagaki, Kayoko ^b  

^a DOKKYO UNIVERSITY   (Japan)

^b CHIBA UNIVERSITY   (Japan)

Author keywords

[No Author keywords available]

Indexed keywords

BIOLOGY; CHILD; COGNITION; CONCEPT FORMATION; FEMALE; HUMAN; MALE; PRESCHOOL CHILD; PROBLEM SOLVING; RECALL; REVIEW;

BIOLOGY; CHILD; CHILD, PRESCHOOL; COGNITION; CONCEPT FORMATION; FEMALE; HUMAN; MALE; MENTAL RECALL; PROBLEM SOLVING;

EID: 0028417923     PISSN: 00100277     EISSN: None     Source Type: Journal    
DOI: 10.1016/0010-0277(94)90027-2     Document Type: Article

References (46)

1. Preschoolers' ability to distinguish living kinds as a function of regrowth
2. Theory change in childhood
3. Children's knowledge about animates and inanimates
4. Children's conceptions of the content and functions of the human body
5. First principles organize attention to and learning about relevant data: Number and the animate-inanimate distinction as examples
6. The infant's perception of causal events: The distinction between animate and inanimate objects
7. Language is not the only universal knowledge system: A view from “everyday cognition”
8. The nature of everyday science A brief introduction
9. Everyday biology and school biology: How do they interact?
10. Learning to trust higher-order categories in biology instruction
11. Young children's causal reasoning through spontaneous personification
12. Desituating cognition through the construction of conceptual knowledge
13. Recognizing commonalities between animals and plants
14. The development of biological knowledge: A multi-national study
15. Developmental shift in biological inference processes From similarity-based to category-based attribution
16. The effects of raising animals on children's biological knowledge
17. Young children's use of knowledge in everyday biology
18. Young children's differentiation of plants from non-living things in terms of growth
19. The nature of young children's naive biology
20. Young children's spontaneous personification as analogy
21. Development of explanations for bodily functions
22. Constrained person analogy in young children's biological inference
23. Young children's understanding of the mind-body distinction
24. Effects of hints to use knowledge about humans on young children's understanding of biological phenomena
25. Attributing human characteristics: Developmental changes in over- and underattribution
26. The understanding of the mind-body distinction in children aged 3 to 5 years
27. The origins of an autonomous biology
28. Effects of raising goldfish on the grasp of common characteristics of animals
29. Children and adults as intuitive scientists
30. Preschooler's ability to decide whether a photographed unfamiliar object can move itself
31. Watashino Seikatuhoikuron
32. Chishikito gakumonno kouzou
33. The effects of task requirements on children's life judgments
34. As time goes by: Children's early understanding of growth
35. Children's knowledge of contagion and contamination as causes of illness
36. On differentiation: A case study of the development of the concepts of size, weight, and density
37. On the development of biologically specific beliefs: The case of inheritance
38. Children's conceptions of plants as living things
39. The development of inductions about biological kinds: The nature of the conceptual base
40. Analogical reasoning as a mechanism in knowledge acquisition: A developmental perspective
41. Mental models of the earth: A study of conceptual change in childhood
42. Cognitive development: Foundational theories of core domains