Piaget on causality: The Whig interpretation of cognitive development

British Journal of Psychology

Volumn 100, Issue SUPPL. 1, 2009, Pages 229-232

  Harris, Paul L ^a  

^a HARVARD UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

ARTICLE; CHILD PSYCHOLOGY; COGNITION; CONCEPT FORMATION; EPIDEMIOLOGY; HUMAN; THINKING; UNITED KINGDOM;

CAUSALITY; CHILD PSYCHOLOGY; COGNITION; CONCEPT FORMATION; GREAT BRITAIN; HUMANS; THINKING;

EID: 67649236932     PISSN: 20448295     EISSN: None     Source Type: Journal    
DOI: 10.1348/000712609X414222     Document Type: Article

References (12)

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2. Casler, K., & Kelemen, D. (2008). Developmental continuity in the teleo-functional explanation: Reasoning about nature among Romanian Romani adults. Journal of Cognition and Development, 9, 340-362.
3. Harris, P. L. (2000). The work of the imagination. Oxford: Blackwell.
4. Huang, I. (1930). Children's explanations of strange phenomena. Psychologische Forschung, 14, 63-183.
5. Isaacs, N. (1930). Children's 'why' questions. In S. Isaacs (Ed.), Intellectual growth in young children. New York: Harcourt, Brace and Company.
6. Isaacs, S. (1930). Intellectual growth in young child. New York: Harcourt, Brace and Company.
7. Kelemen, D. (2004). Are children 'intuitive theists'?: Reasoning about purpose and design in nature. Psychological Science, 15, 295-301.
8. Mead, M. (1932). An investigation of the thought of primitive children, with special reference to animism. Journal of the Royal Anthropological Institute, 62, 173-190.
9. Piaget, J. (1926). The language and thought of the child. New York: Harcourt Brace.
10. Piaget, J. (1931). Le développement intellectual chez les jeunes enfants. Étude critique. Mind, 40, 137-160.
11. Piaget, J. (2009). La causalité chez l'enfant (Children's understanding of causality). British Journal of Psychology, 100, 207-224, (Reprinted from The British Journal of Psychology (1928), 18, 276-301).
12. 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 (4th ed., pp.523-574). New York: John Wiley.