Preschoolers' search for explanatory information within adult-child conversation

Child Development

Volumn 80, Issue 6, 2009, Pages 1592-1611

  Frazier, Brandy N ^a   Gelman, Susan A ^a   Wellman, Henry M ^a  

^a UNIVERSITY OF MICHIGAN   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

ARTICLE; CONCEPT FORMATION; FEMALE; HUMAN; INTERPERSONAL COMMUNICATION; LANGUAGE DEVELOPMENT; LONGITUDINAL STUDY; MALE; MOTIVATION; PRESCHOOL CHILD; PROBLEM SOLVING; SEMANTICS; VERBAL BEHAVIOR;

CHILD LANGUAGE; CHILD, PRESCHOOL; COMMUNICATION; CONCEPT FORMATION; FEMALE; HUMANS; LONGITUDINAL STUDIES; MALE; MOTIVATION; PROBLEM SOLVING; SEMANTICS; VERBAL BEHAVIOR;

EID: 72449208501     PISSN: 00093920     EISSN: 14678624     Source Type: Journal    
DOI: 10.1111/j.1467-8624.2009.01356.x     Document Type: Article

References (47)

1. Ahn, W., Kim, N. S., Lassaline, M. E. Dennis, M. J. (2000). Causal status as a determinant of feature centrality. Cognitive Psychology, 41, 1 55.
2. Au, T. K. Romo, L. F. (1999). Mechanical causality in children's "folkbiology." In D. L. Medin S. Atran (Eds Folkbiology (pp. 355 401). Cambridge, MA : MIT Press.
3. Bakeman, R. Gottman, J. M. (1997). Observing interaction (2nd ed.). New York : Cambridge University Press.
4. Bloom, L., Merkin, S. Wootten, J. (1982). Wh questions: Linguistic factors that contribute to the sequence of acquisition. Child Development, 53, 1084 1092.
5. Brown, R. (1968). The development of wh questions in child speech. Journal of Verbal Learning and Behavior, 7, 279 290.
6. Brown, R. (1973). A first language: The early stages. Cambridge, MA : Harvard University Press.
7. Bullock, M. Gelman, R. (1979). Preschool children's assumptions about cause and effect: Temporal ordering. Child Development, 50, 89 96.
8. Cairns, H. S. Hsu, J. R. (1978). Who, why, when and how: A development study. Journal of Child Language, 5, 477 488.
9. Callanan, M. A. Oakes, L. M. (1992). Preschoolers' questions and parents' explanations: Causal thinking in everyday activity. Cognitive Development, 7, 213 233.
10. Callanan, M. A., Perez-Granados, D., Barajas, N. Goldberg, J. (2005). "Why" questions in Mexican-descent children's conversations with parents. Manuscript submitted for publication.
11. Carey, S. (1985). Conceptual change in childhood. Cambridge, MA : MIT Press.
12. Chouinard, M. M. (2007). Children's questions: A mechanism for cognitive development. Monographs of the Society for Research in Child Development, 72 (1, Serial No. 286).
13. Gopnik, A. (1998). Explanation as orgasm. Minds and Machines, 8, 101 118.
14. Gopnik, A. Schulz, L. (2004). Mechanisms of theory formation in young children. Trends in Cognitive Sciences, 8, 371 377.
15. Harris, P. L. Koenig, M. (2006). Trust in testimony: How children learn about science and religion. Child Development, 77, 505 524.
16. Heath, S. B. (1983). Ways with words: Language, life, and work in communities and classrooms. New York : Cambridge University Press.
17. Hickling, A. K. Wellman, H. M. (2001). The emergence of children's causal explanations and theories: Evidence from everyday conversation. Developmental Psychology, 37, 668 683.
18. Hood, L. Bloom, L. (1979). What, when, and how about why: A longitudinal study of early expressions of causality. Monographs of the Society for Research in Child Development, 44 (6, Serial No. 181).
19. Isaacs, N. (Ed.). (1930). Children's "why" questions. In Intellectual growth in young children (pp. 291 349). London : Routledge.
20. Kelemen, D. (1999). The scope of teleological thinking in preschool children. Cognition, 70, 241 272.
21. Kemler Nelson, D. G., Egan, L. C. Holt, M. B. (2004). When children ask, "What is it?" What do they want to know about artifacts? Psychological Science, 15, 384 389.
22. Klima, E. S. Bellugi, U. (1966). Syntactic regularities in the speech of children. In J. Lyons R. J. Wales (Eds Psycholinguistics papers (pp. 183 208). Edinburgh, UK : Edinburgh University Press.
23. Kuczaj, S. A. (1976). -ing, -s, and -ed: A study of the acquisition of certain verb inflections (Doctoral dissertation, University of Minnesota, 1977). Dissertation Abstracts International, 37, 5400 5401.
24. Lagattuta, K. H. Wellman, H. M. (2002). Differences in early parent-child conversations about negative versus positive emotions: Implications for the development of psychological understanding. Developmental Psychology, 38, 564 580.
25. Landis, J. R. Koch, G. G. (1977). The measurement of observer agreement for categorical data. Biometrics, 33, 159 174.
26. Lutz, D. J. Keil, F. C. (2002). Early understanding of the division of cognitive labor. Child Development, 73, 1073 1084.
27. MacWhinney, B. (1995). The CHILDES Project: Tools for analyzing talk (2nd ed.). Hillsdale, NJ : Erlbaum.
28. MacWhinney, B. Snow, C. (1985). The child language data exchange system. Journal of Child Language, 12, 271 296.
29. MacWhinney, B. Snow, C. (1990). The Child Language Data Exchange System: An update. Journal of Child Language, 17, 457 472.
30. Mills, C. M. Keil, F. C. (2004). Knowing the limits of one's understanding: The development of an awareness of an illusion of explanatory depth. Journal of Experimental Child Psychology, 87, 1 32.
31. Murphy, G. L. Medin, D. L. (1985). The role of theories in conceptual coherence. Psychological Review, 92, 284 316.
32. Piaget, J. (1926). The language and thought of the child. Oxford, UK : Harcourt Brace.
33. Piaget, J. (1930). The child's conception of physical causality. London : Routledge & Kegan Paul.
34. Piaget, J. (1954). The construction of reality in the child. New York : Basic Books.
35. Rehder, B. (2003). Categorization as causal reasoning. Cognitive Science, 27, 709 748.
36. Rogoff, B. (1989). The joint socialization of development by young children and adults. In M. Lewis S. Feinman (Eds Social influences and behavior (pp. 67 96). New York : Plenum.
37. Rogoff, B. (1998). Cognition as a collaborative process. In D. Kuhn R. Siegler (Eds Handbook of child psychology: Cognition, perception and language (Vol. 2, 5th ed., pp. 679 744). New York : Wiley.
38. Rozenblit, L. Keil, F. C. (2002). The misunderstood limits of folk science: An illusion of explanatory depth. Cognitive Science, 26, 521 562.
39. Sachs, J. (1983). Talking about the there and then: The emergence of displaced reference in parent-child discourse. In K. E. Nelson (Ed Children's language (Vol. 4, pp. 1 28). Hillsdale, NJ : Erlbaum.
40. Searle, J. R. (1969). Speech acts. Cambridge, UK : Cambridge University Press.
41. Shultz, T. R. Mendelson, R. (1975). The use of covariation as a principle of causal analysis. Child Development, 46, 394 399.
42. Simon, H. A. (2001). Seek and ye shall find: How curiosity engenders discovery. In K. D. Crowley, C. D. Schunn T. Okada (Eds Designing for science: Implications from everyday classroom, and professional settings (pp. 3 18). Mahwah, NJ : Erbaum.
43. Sobel, D. M. Kirkham, N. Z. (2006). Blickets and babies: The development of causal reasoning in toddlers and infants. Developmental Psychology, 42, 1103 1115.
44. Sully, J. (1896). Studies of childhood. New York : Appleton.
45. Tyack, D. Ingram, D. (1977). Children's production and comprehension of questions. Journal of Child Language, 4, 211 224.
46. Wellman, H. Gelman, S. A. (1998). Knowledge acquisition in foundational domains. In D. Kuhn R. Siegler (Eds Handbook of child psychology: Cognition, perception and language (Vol. 2, 5th ed., pp. 523 573). New York : Wiley.
47. Werner, H. Kaplan, B. (1963). Symbol formation. New York : Wiley.