Scientific, reasoning in young children: Introduction

Swiss Journal of Psychology

Volumn 64, Issue 3, 2005, Pages 137-139

  Wilkening, Friedrich ^a   Sodian, Beate ^b  

^a UNIVERSITY OF ZURICH   (Switzerland)

^b UNIVERSITY OF MUNICH   (Germany)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 29344466881     PISSN: 14210185     EISSN: None     Source Type: Journal    
DOI: 10.1024/1421-0185.64.3.137     Document Type: Editorial

References (13)

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3. Carey, S. (1985). Conceptual change in childhood. Cambridge, MA: MIT Press.
4. Gopnik, A., Meltzoff, A. N., & Kuhl, P. K. (1999). The scientist in the crib. New York: Morrow.
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6. Inhelder, B., & Piaget, J. (1958), The growth of logical thinking from childhood to adolescence. New York: Basic Books.
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8. Ruffman, T. (1999). Children's understanding of logical inconsistency. Child Development, 70, 872-886.
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10. Tversky, A., & Kahneman, D. (1981). The framing of decisions and the psychology of choice. Science, 211, 453-458.
11. Wellman, H. M., & Gelman, S. A. (1998). Knowledge acquisition in foundational domains. In D. Kuhn & R. S. Siegler (Eds.), Handbook of child psychology, Vol. 2: Cognition, perception, and language (pp. 523-573). New York: Wiley.
12. Wilkening, F. (1981). Integrating velocity, time, and distance information: A developmental study. Cognitive Psychology, 1.3, 231-247.
13. Wilkening, F., & Anderson, N. H. (1991). Representation and diagnosis of knowledge structures in developmental psychology. In N. H. Anderson (Ed.), Contributions to information integration theory. Vol. 3: Developmental (pp. 45-80). Hillsdale, NJ: Erlbaum.