Children's beliefs about the fantasy/reality status of hypothesized machines

Developmental Science

Volumn 14, Issue 1, 2011, Pages 1-8

  Cook, Claire ^a   Sobel, David M ^b  

^a MASSACHUSETTS INSTITUTE OF TECHNOLOGY   (United States)

^b BROWN UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

ADULT; ARTICLE; CHILD; CHILD DEVELOPMENT; COGNITION; CONCEPT FORMATION; DECISION MAKING; FANTASY; HUMAN; KNOWLEDGE; LEARNING; PRESCHOOL CHILD; QUESTIONNAIRE;

ADULT; CHILD; CHILD DEVELOPMENT; CHILD, PRESCHOOL; COGNITION; CONCEPT FORMATION; FANTASY; HUMANS; JUDGMENT; KNOWLEDGE; LEARNING; QUESTIONNAIRES;

EID: 78650145756     PISSN: 1363755X     EISSN: 14677687     Source Type: Journal    
DOI: 10.1111/j.1467-7687.2009.00949.x     Document Type: Article

References (45)

1. Baillargeon, R. (2002). The acquisition of physical knowledge in infancy: a summary in eight lessons. In U. Goswami (Ed.), Handbook of childhood cognitive development (pp. 47-83). Malden, MA: Blackwell.
2. Bloom, P. (1996). Intention, history, and artifact concepts. Cognition, 60, 1-29.
3. Bullock, M., Gelman, R., & Baillargeon, R. (1982). The development of causal reasoning. In W.J. Friedman (Ed.), The developmental psychology of time (pp. 209-254). New York: Academic Press.
4. Carey, S. (1985). Conceptual change in childhood. Cambridge, MA: MIT Press.
5. Clarke, A.C. (1973). Profiles of the future: An inquiry into the limits of the possible (2nd edn.). London: Pan.
6. DeLoache, J.D., Miller, K.F., & Rosengren, K.S. (1997). The credible shrinking room: very young children's performance with symbolic and non-symbolic relations. Psychological Science, 8, 308-313.
7. Estes, D., Wellman, H.M., & Woolley, J. (1989). Children's understanding of mental phenomena. In H. Reese (Ed.), Advances in child development and behavior (pp. 41-86). New York: Academic Press.
8. Flavell, J.H., Flavell, E.R., & Green, F.L. (1989). A transitional period in the development of the appearance-reality distinction. International Journal of Behavioral Development, 12, 509-526.
9. Gelman, S.A., & Opfer, J. (2002). Development of the animate-inanimate distinction. In U. Goswami (Ed.), Handbook of childhood cognitive development (pp. 151-166). Malden, MA: Blackwell.
10. Gopnik, A., & Meltzoff, A.N. (1997). Word, thoughts, and theories. Cambridge, MA: MIT Press.
11. Gopnik, A., & Schulz, L.E. (2007). Causal learning: Psychology, philosophy, and computation. New York: Oxford University Press.
12. Gopnik, A., & Sobel, D.M. (2000). Detecting blickets: how young children use information about novel causal powers in categorization and induction. Child Development, 71, 1205-1222.
13. Gopnik, A., Sobel, D.M., Schulz, L.E., & Glymour, C. (2001). Causal learning mechanisms in very young children: two-, three-, and four-year-olds infer causal relations from patterns of variation and covariation. Developmental Psychology, 37, 620-629.
14. Greif, M.L., Kemler Nelson, D.G., Keil, F.C., & Gutierrez, F. (2006). What do children want to know about animals and artifacts? Domain-specific requests for information Psychological Science, 17, 455-459.
15. Harris, P.L., Brown, E., Marriott, C., Whittall, S., & Harmer, S. (1991). Monsters, ghost, and witches: testing the limits of the fantasy-reality distinction in young children. British Journal of Developmental Psychology, 9, 105-123.
16. Hickling, A.K., & Gelman, S.A. (1995). How does your garden grow? Early conceptualization of seeds and their place in the plant growth cycle Child Development, 66, 856-876.
17. Hood, B., & Bloom, P. (2008). Children prefer certain individuals over perfect duplicates. Cognition, 106, 455-462.
18. Inagaki, K., & Hatano, G. (1993). Young children's understanding of the mind-body distinction. Child Development, 64, 1534-1549.
19. Inagaki, K., & Hatano, G. (2002). Young children's naïve thinking about the biological world. New York: Psychology Press.
20. Keen, R. (2003). Representation of objects and events: why do infants look so smart and toddlers look so dumb? Current Directions in Psychological Science, 12, 79-83.
21. Lillard, A.S. (1996). Body or mind? Children's categorizing of pretense. Child Development, 67, 1717-1734.
22. Matan, S., & Carey, S. (2001). Developmental changes within the core of artifact concepts. Cognition, 78, 1-26.
23. Morison, P., & Gardner, H. (1978). Dragons and dinosaurs: the child's capacity to differentiate fantasy from reality. Child Development, 49, 642-648.
24. Piaget, J. (1930). The child's conception of physical causality. London: Routledge and Kegan Paul.
25. Rips, L., Blok, S., & Newman, G. (2006). Tracing the identity of objects. Psychological Review, 113, 1-30.
26. Rosengren, K.S., Gelman, S.A., Kalish, C.W., & McCormick, M. (1991). As time goes by: children's early understanding of growth in animals. Child Development, 62, 1302-1320.
27. Rosengren, K.S., Johnson, C., & Harris, P.L. (2000). Imagining the impossible: Magical, scientific, and religious thinking in children. Cambridge: Cambridge University Press.
28. Samuels, A., & Taylor, M. (1994). Children's ability to distinguish fantasy events from real-life events. British Journal of Developmental Psychology, 12, 417-427.
29. Saxe, R., Tenenbaum, J.B., & Carey, S. (2005). Secret agents: inferences about hidden causes by 10- and 12-month-old infants. Psychological Science, 16, 995-1001.
30. Schult, C.A., & Wellman, H.M. (1997). Explaining human movements and actions: children's understanding of the limits of psychological explanation. Cognition, 62, 291-324.
31. Sharon, T.L., & Woolley, J.D. (2004). Do monsters dream? Children's understanding of the fantasy-reality distinction. British Journal of Developmental Psychology, 22, 293-310.
32. Shtulman, A., & Carey, S. (2007). Improbable or impossible? How children reason about the possibility of extraordinary events. Child Development, 78, 1015-1032.
33. Shultz, T.R. (1982). Causal reasoning in the social and nonsocial realms. Canadian Journal of Behavioral Science, 14, 307-322.
34. Siegler, R.S. (1976). The effects of simple necessity and sufficiency relationships on children's causal inferences. Child Development, 47, 1058-1063.
35. Skolnick, D., & Bloom, P. (2006). What does Batman think about SpongeBob? Children's understanding of the fantasy/fantasy distinction Cognition, 101, B9-B18.
36. Sobel, D.M., Tenenbaum, J.B., & Gopnik, A. (2004). Children's causal inferences from indirect evidence: backwards blocking and Bayesian reasoning in preschoolers. Cognitive Science, 28, 303-333.
37. Spelke, E.S., Breinlinger, K., Macomber, J., & Jacobson, K. (1992). Origins of knowledge. Psychological Review, 99, 605-632.
38. Springer, K., & Keil, F. (1989). On the development of biologically specific beliefs: the case of inheritance. Child Development, 60, 637-648.
39. Subbotsky, E.V. (1993). Foundations of the mind: children's understanding of reality. Cambridge, MA: Harvard University Press.
40. Subbotsky, E.V. (1994). Early rationality and magical thinking in preschoolers: space and time. British Journal of Developmental Psychology, 12, 97-108.
41. Taylor, M., & Carlson, S.M. (1997). The relation between individual differences in fantasy and theory of mind. Child Development, 68, 436-455.
42. Wellman, H.M., & Gelman, S.A. (1998). Knowledge acquisition in foundational domains. In D. Kuhn & R.S. Siegler (Eds.), Handbook of child psychology (pp. 523-573). New York: Wiley.
43. Woolley, J.D., Boerger, E.A., & Markman, A.B. (2004). A visit from the Candy Witch: factors influencing young children's belief in a novel fantastical being. Developmental Science, 7, 456-468.
44. Woolley, J.D., Browne, C.A., & Boerger, E.A. (2004). Constraints on children's judgments of magical causality. Journal of Cognition and Development, 7, 253-277.
45. Woolley, J.D., & Wellman, H.M. (1990). Young children's understanding of realities, nonrealities, and appearances. Child Development, 61, 946-961.