Physical Knowledge in Infancy: Reflections on Piaget’s Theory

Susan E. Carey

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Child and Animal Learning Development Science Education and Pedagogy Academic and Historical Perspectives in Psychology

Abstract

This chapter focuses on two theses that are central to Piaget’s theory of the development of physical knowledge (Piaget, 1954,1969,1974). One thesis concerns developmental changes in conceptions of the world. The other thesis concerns the relation of knowledge to perception.

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1998From conceptual development to science education: a psychological point of view 1998A common structure for concepts of individuals, stuffs, and real kinds: More Mama, more milk, and more mouse 1999Making Sense of Infant Categorization: Stable Processes and Changing Representations 2007The Cognitive-Situative Divide and the Problem of Conceptual Change 2003Exploring the Relationships Between Conceptual Change and Intentional Learning 1995Performance in a tool-using task by common chimpanzees (Pan troglodytes), bonobos (Pan paniscus), an orangutan (Pongo pygmaeus), and capuchin monkeys (Cebus apella).1994A cross-language investigation of infant preference for infant-directed communication 2004Modes of knowing and ways of reasoning in elementary astronomy

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