Birth, kind and naïve biology

Developmental Science

Volumn 5, Issue 2, 2002, Pages 213-218

  Solomon, Gregg E A ^a  

^a HARVARD UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0036000465     PISSN: 1363755X     EISSN: None     Source Type: Journal    
DOI: 10.1111/1467-7687.00223     Document Type: Article

References (30)

1. Astuti, R. (2001). Are we all natural dualists?: A cognitive developmental approach. Journal of the Royal Anthropological Institute, 7, 429-447.
2. Atran, S. (1998). Folkbiology and the anthropology of science: cognitive universals and cultural particulars. Behavioral and Brain Sciences, 21, 547-609.
3. Bloch, M., Solomon, G.E.A., & Carey, S. (2001). An understanding of what is passed on from parents to children: a cross-cultural investigation. Journal of Cognition and Culture, 1, 43-68.
4. Carey, S. (1985). Conceptual change in childhood. Cambridge, MA: MIT Press.
5. Evans, E.M. (2001). Cognitive and contextual factors in the emergence of diverse belief systems: creationism versus evolution. Cognitive Psychology, 42, 217-266.
6. Gelman, S.A., Coley, J., & Gottfried, G. (1994). Essentialist beliefs in children: the acquisition of concepts and theories. In L. Hirschfeld & S. Gelman (Eds.), Mapping the mind: Domain specificity in cognition and culture (pp. 341-365). New York: Cambridge University Press.
7. Gelman, S.A., & Hirschfeld, L.A. (1999). How biological is essentialism? In D. Medin & S. Atran (Eds.), Folkbiology (pp. 403-447). Cambridge, MA: MIT Press.
8. Gelman, S.A., & Markman, E.M. (1986). Categories and induction in young children. Cognition, 23, 183-209.
9. Gelman, S.A., & Wellman, H.M. (1991). Insides and essences: early understandings of the nonobvious. Cognition, 38, 213-244.
10. Hirschfeld, L.A. (1995). Do children have a theory of race? Cognition, 54, 209-252.
11. Horobin, K.D. (1997). Children's understanding of biological inheritance: nature, nurture, and essentialism. Paper presented at the meeting of the Society for Research in Child Development, Washington, DC.
12. Inagaki, K., & Hatano, G. (1993). Young children's understanding of the mind-body distinction. Child Development, 64, 1534-1549.
13. Johnson, S.C., & Solomon, G.E.A. (1997). Why dogs have puppies and cats have kittens: the role of birth in young children's understanding of biological origins. Child Development, 68, 404-419.
14. Kalish, C.W. (1997). Preschoolers' understanding of mental and bodily reactions to contamination: what you don't know can hurt you, but cannot sadden you. Developmental Psychology, 33, 79-91.
15. Keil, F.C. (1989). Concepts, kinds, and conceptual development. Cambridge, MA: MIT Press.
16. Macnamara, J. (1987). A border dispute: The place of logic in psychology. Cambridge, MA: MIT Press.
17. Medin, D. (1989). Concepts and conceptual structure. American Psychologist, 44, 1469-1481.
18. Schwartz, S.P. (1979). Natural kind terms. Cognition, 7, 301-315.
19. Solomon, G.E.A. (1998). Domain-specificity, innateness, and universality. Behavioral and Brain Sciences, 21, 588-589.
20. Solomon, G.E.A., & Johnson, S.C. (2000). Conceptual change in the classroom: teaching young children to understand biological inheritance. British Journal of Developmental Psychology, 18, 81-96.
21. Solomon, G.E.A., Johnson, S.C., Zaitchik, D., & Carey, S. (1996). Like father, like son: children's understanding of how and why offspring resemble their parents. Child Development, 67, 151-171.
22. Sperber, D., Premack, D., & Premack, A.J. (1995). Causal cognition: A multidisciplinary debate. Oxford: Clarendon Press.
23. Springer, K. (1995). Acquiring a naive theory of biology through inference. Child Development, 66, 547-558.
24. Springer, K. (1996). Young children's understanding of a biological basis for parent-offspring relations. Child Development, 67, 2841-2856.
25. Springer, K. (1999). How a naive theory of biology is acquired. In M. Siegal & C.C. Peterson (Eds.), Children's understanding of biology and health (pp. 45-70). Cambridge: Cambridge University Press.
26. Tajfel, H. (1981). Human groups and social categories. Cambridge: Cambridge University Press.
27. Taylor, M.G. (1996). The development of children's beliefs about social and biological aspects of gender differences. Child Development, 67, 1555-1571.
28. Weissman, M.D., & Kalish, C. (1999). The inheritance of desired characteristics: children's view of the role of intention in parent-offspring resemblance. Quarterly Journal of Experimental Child Psychology, 73, 245-265.
29. Wellman, H.M., & Gelman, S.A. (1992). Cognitive development: foundational theories of core domains. Annual Review of Psychology, 43, 337-375.
30. Wellman, H.M., & Gelman, S.A. (1998). Knowledge acquisition in foundational domains. In W. Damon, D. Kuhn & R.S. Siegler (Eds.), Handbook of Child psychology, Vol. 2: Cognition, Perception, and Language (Fifth edn) (pp. 523-573). New York: Wiley.