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Children Talk about the Mind par Karen Bartsch : Neuf-
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Lieu où se trouve l'objet : Sparks, Nevada, États-Unis
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Numéro de l'objet eBay :285039556785
Dernière mise à jour le 20 juin 2024 15:59:26 Paris. Afficher toutes les modificationsAfficher toutes les modifications
Caractéristiques de l'objet
- État
- Book Title
- Children Talk about the Mind
- Publication Date
- 1997-02-20
- Pages
- 248
- ISBN
- 9780195115666
- Subject Area
- Philosophy, Psychology
- Publication Name
- Children Talk about the Mind
- Publisher
- Oxford University Press, Incorporated
- Item Length
- 9.1 in
- Subject
- Mind & Body, Developmental / Child, Cognitive Psychology & Cognition
- Publication Year
- 1997
- Type
- Textbook
- Format
- Trade Paperback
- Language
- English
- Item Height
- 0.8 in
- Features
- Reprint
- Item Weight
- 13.4 Oz
- Item Width
- 6.1 in
- Number of Pages
- 248 Pages
À propos de ce produit
Product Identifiers
Publisher
Oxford University Press, Incorporated
ISBN-10
019511566X
ISBN-13
9780195115666
eBay Product ID (ePID)
14038261883
Product Key Features
Number of Pages
248 Pages
Publication Name
Children Talk about the Mind
Language
English
Subject
Mind & Body, Developmental / Child, Cognitive Psychology & Cognition
Publication Year
1997
Features
Reprint
Type
Textbook
Subject Area
Philosophy, Psychology
Format
Trade Paperback
Dimensions
Item Height
0.8 in
Item Weight
13.4 Oz
Item Length
9.1 in
Item Width
6.1 in
Additional Product Features
Intended Audience
College Audience
Dewey Edition
20
Reviews
"This is an excellent--probably the most important--publication in the field this year." --John Flavell, Stanford University "It is an important achievement that cannot help but influence research and theory in developmental psychology and educational practice for years to come. --Lois Bloom, Teachers College, Columbia University, "This is an excellent--probably the most important--publication in the field this year. The research and issues it addresses are important, the analysis of data is very careful and detailed, the evidence is different from most of what we have used in this field, and most of the conclusionsare well supported by the authors' data and are quite persuasive." --John Flavell, Stanford University, "This is an excellent--probably the most important--publication in the field this year." --John Flavell, Stanford University"It is an important achievement that cannot help but influence research and theory in developmental psychology and educational practice for years to come. --Lois Bloom, Teachers College, Columbia University"This is an excellent--probably the most important--publication in the field this year. The research and issues it addresses are important, the analysis of data is very careful and detailed, the evidence is different from most of what we have used in this field, and most of the conclusions are well supported by the authors' data and are quite persuasive." --John Flavell, Stanford University"The contents of the young child's mind have been the subject of speculation and inquiry for a long time. Here, however, in this remarkable book, children as young as two years old are telling us--in their own words--what they have in mind, and what they believe other persons have in mind as well. Karen Bartsch and Henry Wellman have already made a major contribution to understanding how young children come to think about the mind. Now they have listened towhat young people say about what they think and what they know, and the result is a wealth of insights into children's beliefs and desires about themselves, other persons, and the world. It is animportant achievement that cannot help but influence research and theory in developmental psychology and educational practice for years to come. --Lois Bloom, Teachers College, Columbia University"Bartsch and Wellman ask when and how children come to understand people as "mentalistic," i.e. people who think, know, want, wish, fear, hope, intend. . .Of interest to developmentalists, linguists, philosophers." --Choice, "Bartsch and Wellman ask when and how children come to understand peopleas "mentalistic," i.e. people who think, know, want, wish, fear, hope, intend. ..Of interest to developmentalists, linguists, philosophers." --Choice, "Bartsch and Wellman ask when and how children come to understand people as "mentalistic," i.e. people who think, know, want, wish, fear, hope, intend. . .Of interest to developmentalists, linguists, philosophers." --Choice, The contents of the young child's mind have been the subject of speculation and inquiry for a long time. Here, however, in this remarkable book, children as young as two years old are telling us--in their own words--what they have in mind, and what they believe other persons have in mind aswell. Karen Bartsch and Henry Wellman have already made a major contribution to understanding how young children come to think about the mind. Now they have listened to what young people say about what they think and what they know, and the result is a wealth of insights into children's beliefsand desires about themselves, other persons, and the world. It is an important achievement that cannot help but influence research and theory in developmental psychology and educational practice for years to come. --Lois Bloom, Teachers College, Columbia University|9780195115666|, "This is an excellent--probably the most important--publication in the field this year." --John Flavell, Stanford University"It is an important achievement that cannot help but influence research and theory in developmental psychology and educational practice for years to come. --Lois Bloom, Teachers College, Columbia University, The contents of the young child's mind have been the subject ofspeculation and inquiry for a long time. Here, however, in this remarkablebook, children as young as two years old are telling us--in their ownwords--what they have in mind, and what they believe other persons have in mindas well. Karen Bartsch and Henry Wellman have already made a major contributionto understanding how young children come to think about the mind. Now they havelistened to what young people say about what they think and what they know, andthe result is a wealth of insights into children's beliefs and desires aboutthemselves, other persons, and the world. It is an important achievement thatcannot help but influence research and theory in developmental psychology andeducational practice for years to come. --Lois Bloom, Teachers College, ColumbiaUniversity|9780195115666|, "This is an excellent--probably the most important--publication in thefield this year. The research and issues it addresses are important, theanalysis of data is very careful and detailed, the evidence is different frommost of what we have used in this field, and most of the conclusions are wellsupported by the authors' data and are quite persuasive." --John Flavell,Stanford University
Illustrated
Yes
Dewey Decimal
150/.83
Edition Description
Reprint
Table Of Content
1. Children, Mind, and Language: An Introduction2. Language and Mind: Methods3. Talk About Thoughts and Beliefs4. Talk About Desires5. Desires and Beliefs6. Explanations and Arguments7. Individual Differences8. Children's Developing Theory of Mind9. Alternatives and Controversies10. Ordinary Talk about Persons and Minds: Questions and ConclusionsReferencesIndex
Synopsis
The emerging concept of other people is a critical phase in childhood develoment with deep implications for learning, language and the entire socialization process. But what, exactly, do children understand about the mind? And when does that understanding first occur? In this groundbreaking book, Karen Bartsch and Henry Wellman answer these questions and much more by looking at what children themselves have to tell us about their evolving conceptions of people and their mental lives. By examining thousands of everyday conversations the authors advance a comprehensive "naive theory of mind" that incorporates both early desire and belief-desire theories to trace childhood development through its several stages. Throughout, the book offers a splendidly written account of extensive original findings and critical new insights that will be eagerly read by students and researchers in developmental psychology, cognitive psychology, philosophy, and psycholinguistics., What, exactly, do children understand about the mind? And when does that understanding first emerge? In this groundbreaking book, Karen Bartsch and Henry Wellman answer these questions and much more by taking a probing look at what children themselves have to tell us about their evolving conceptions of people and their mental lives. By examining more than 200,000 everyday conversations (sampled from ten children between the ages of two and five years), the authors advance a comprehensive "naive theory of mind" that incorporates both early desire and belief-desire theories to trace childhood development through its several stages. Throughout, the book offers a splendidly written account of extensive original findings and critical new insights that will be eagerly read by students and researchers in developmental psychology, cognitive psychology, philosophy, and psycholinguistics., The authors chart the early developmental stages in children's growing awareness and understanding of mind. More than 12,000 conversations by children between the ages of one and a half and six have been recorded, allowing a comprehensive picture of the first, crucial, steps in development of a theory of mind., The authors chart the early developmental stages in children's growing awareness and understanding of mind. More than 12,000 conversations by children between the ages of one and a half and six have been recorded, allowing a comprehensive picture of the first and crucial steps in development of a theory of mind.
Copyright Date
1997
ebay_catalog_id
4
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Numéro de l'objet eBay :285039556785
Dernière mise à jour le 20 juin 2024 15:59:26 Paris. Afficher toutes les modificationsAfficher toutes les modifications
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