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Young children's naive theory of biology
11 references·16 citing·46 second hop
Young children's naive theory of biology (1994)Young children's naive theory of biologyContext and cognition: ways of learning and knowing (1993)Context and cognition: ways o…Mental models of the earth: A study of conceptual change in childhood (1992)Mental models of the earth: A…Cognitive Foundations of Natural History: Towards an Anthropology of Science. (1992)Cognitive Foundations of Natu…Cognitive Development: Foundational Theories of Core Domains (1992)Cognitive Development: Founda…Cognitive foundations of natural history: towards an anthropology of science (1991)Cognitive foundations of natu…The Child's Theory of Mind (1990)The Child's Theory of MindFirst Principles Organize Attention to and Learning About Relevant Data: Number and the Animate‐Inanimate Distinction as Examples (1990)First Principles Organize Att…Similarity and Analogical Reasoning (1989)Similarity and Analogical Rea…Children and adults as intuitive scientists. (1989)Children and adults as intuit…On differentiation: A case study of the development of the concepts of size, weight, and density (1985)On differentiation: A case st…Conceptual Change in Childhood (1985)Conceptual Change in ChildhoodThe inherence heuristic: An intuitive means of making sense of the world, and a potential precursor to psychological essentialism (2014)The inherence heuristic: An i…Teacher STEM Perception and Preparation: Inquiry-Based STEM Professional Development for Elementary Teachers (2013)Teacher STEM Perception and P…Development of the Animate–Inanimate Distinction (2010)Development of the Animate–In…A developmental examination of the conceptual structure of animal, artifact, and human social categories across two cultural contexts (2009)A developmental examination o…The Cognitive-Situative Divide and the Problem of Conceptual Change (2007)The Cognitive-Situative Divid…Folkbiological reasoning from a cross-cultural developmental perspective: Early essentialist notions are shaped by cultural beliefs. 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The relative effectiveness of physical versus virtual materials in an engineering design project by middle school children (2006)Recognizing mechanistic reasoning in student scientific inquiry: A framework for discourse analysis developed from philosophy of science (2008)The Logic of Scientific Discovery (2013)Perception in chess (1973)Reflections on Language (1975)Does the autistic child have a “theory of mind” ? (1985)COGNITIVE DEVELOPMENT: Children's Knowledge About the Mind (1999)LIFESPAN PSYCHOLOGY: Theory and Application to Intellectual Functioning (1999)Educational Psychology: A Cognitive View (1968)Categorization and Representation of Physics Problems by Experts and Novices* (1981)The Role of Anomalous Data in Knowledge Acquisition: A Theoretical Framework and Implications for Science Instruction (1993)Capturing and modeling the process of conceptual change (1994)Constructing Scientific Knowledge in the Classroom (1994)On seeing human: A three-factor theory of anthropomorphism. (2007)The weirdest people in the world? (2010)Learning by Expanding (2014)The Persuasion Knowledge Model: How People Cope with Persuasion Attempts (1994)Culture and systems of thought: Holistic versus analytic cognition. (2001)Meta-Analysis of Theory-of-Mind Development: The Truth about False Belief (2001)Folk biology and the anthropology of science: Cognitive universals and cultural particulars (1998)The cognitive functions of language (2002)The cognitive foundations of cultural stability and diversity (2003)
this work references cited by second hop

References

  • 1985Conceptual Change in Childhood3,858 cited
  • 1990The Child's Theory of Mind2,502 cited
  • 1989Similarity and Analogical Reasoning2,390 cited
  • 1992Mental models of the earth: A study of conceptual change in childhood1,661 cited
  • 1992Cognitive Development: Foundational Theories of Core Domains933 cited
  • 1989Children and adults as intuitive scientists.774 cited
  • 1990First Principles Organize Attention to and Learning About Relevant Data: Number and the Animate‐Inanimate Distinction as Examples725 cited
  • 1985On differentiation: A case study of the development of the concepts of size, weight, and density486 cited
  • 1992Cognitive Foundations of Natural History: Towards an Anthropology of Science.412 cited
  • 1993Context and cognition: ways of learning and knowing335 cited
  • 1991Cognitive foundations of natural history: towards an anthropology of science302 cited

Cited by

  • 2000The Development of Scientific Reasoning Skills505 cited
  • 2013Teacher STEM Perception and Preparation: Inquiry-Based STEM Professional Development for Elementary Teachers376 cited
  • 2009A developmental examination of the conceptual structure of animal, artifact, and human social categories across two cultural contexts323 cited

Only edges whose both ends are imported exist here. Widen the year window, or show the whole map. Back to the work

  • 2003Cultural and experiential differences in the development of folkbiological induction312 cited
  • 1999Function, goals and intention: children’s teleological reasoning about objects290 cited
  • 2002The Cognitive Basis of Science284 cited
  • 2001The emergence of children's causal explanations and theories: Evidence from everyday conversation.272 cited
  • 2014The inherence heuristic: An intuitive means of making sense of the world, and a potential precursor to psychological essentialism249 cited
  • 2001Folkbiology doesn't Come from Folkpsychology: Evidence from Yukatek Maya in Cross-Cultural Perspective210 cited
  • 2007Conceptual Change and Education205 cited
  • 2000Are There Kinds of Concepts?204 cited
  • 2007The Cognitive-Situative Divide and the Problem of Conceptual Change202 cited
  • 2007Can being scared cause tummy aches? Naive theories, ambiguous evidence, and preschoolers' causal inferences.195 cited
  • 2007Folkbiological reasoning from a cross-cultural developmental perspective: Early essentialist notions are shaped by cultural beliefs.184 cited
  • 2010Development of the Animate–Inanimate Distinction177 cited
  • 1997Explaining human movements and actions: Children's understanding of the limits of psychological explanation173 cited