By Hayne W. Reese and Robert Kail (Eds.)
Advances in baby improvement and behaviour is meant to ease the duty confronted by means of researchers, teachers, and scholars who're faced through the gigantic volume of study and theoretical dialogue in baby improvement and behaviour. The serial offers scholarly technical articles with severe studies, contemporary advances in learn, and clean theoretical viewpoints. quantity 28 discusses variability in reasoning, twin procedures in reminiscence, reasoning, and cognitive neuroscience, language and cognition, and adolescent melancholy.
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Extra info for Advances in Child Development and Behavior
Vosniadou and Brewer (1992) described children, primarily first-graders, with mixed models of the earth, but one is left with the impression that these mixed models stem more from problems of categorization on the part of experimenters than from children shifting among a number of different models in response to various questions and task demands. Variability in Children's Reasoning 25 D. INFORMATION PROCESSING VIEWS OF VARIABILITY Researchers conducting research within this general paradigm often focus on children's acquisition of rules or strategies for solving particular problems.
Indeed, one can find variability in almost any aspect of cognitive behavior-provided that one is looking for it. We argue, as have Miller and Coyle (1999), Siegler (1994, 1996) and Thelen and Smith (1994), that children's thinking in most domains is characterized by variability and is highly context sensitive. We suggest that current views of children's thinking that emphasize domain specificity are flawed by the assumption that children of the same age reason in much the same way. Researchers who use this approach, with its emphasis on age-based similarities, have tended to ignore variability in children's reasoning, often treating variability as noise, and have treated development as a process that progresses in the same lock-step fashion across most children.
Biological and magical explanations for illness among European-American and Vietnamese-American children. Manuscript under review. Overton, W. E (1998). Developmental psychology: Philosophy, concepts, and methodology. In R. M. , Theoretical Models of Human Development (pp. 107-185). New York: Wiley. Perner, J. (1989). Is "thinking" belief? Reply to Wellman Bartsch, Cognition, 33, 315-319. , & Davies, G. (1991). Understanding the mind as an active information processor: Do young children have a "copy theory-of-mind"?