Publication Date
In 2025 | 0 |
Since 2024 | 0 |
Since 2021 (last 5 years) | 0 |
Since 2016 (last 10 years) | 0 |
Since 2006 (last 20 years) | 1 |
Descriptor
Cognitive Development | 9 |
Young Children | 9 |
Cultural Context | 4 |
Socialization | 4 |
Sciences | 3 |
Social Environment | 3 |
Theories | 3 |
Child Development | 2 |
Cognitive Processes | 2 |
Cultural Influences | 2 |
Affective Behavior | 1 |
More ▼ |
Source
Human Development | 9 |
Author
Gellatly, Angus | 2 |
Feitelson, Dina | 1 |
Gordon, Debra E. | 1 |
Henseler, Sarah | 1 |
Karmiloff-Smith, Annette | 1 |
Keil, Frank C. | 1 |
Kuhn, Deanna | 1 |
Lewis, Michael | 1 |
Nelson, Katherine | 1 |
Plesa, Daniela | 1 |
Ross, Gail S. | 1 |
More ▼ |
Publication Type
Journal Articles | 7 |
Opinion Papers | 4 |
Reports - Research | 2 |
Information Analyses | 1 |
Reports - Descriptive | 1 |
Education Level
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Keil, Frank C. – Human Development, 2007
The assumption of domain specificity has been invaluable to the study of the emergence of biological thought in young children. Yet, domains of thought must be understood within a broader context that explains how those domains relate to the surrounding cultures, to different kinds of cognitive constraints, to framing effects, to abilities to…
Descriptors: Biology, Cognitive Processes, Young Children, Child Development

Kuhn, Deanna – Human Development, 1973
Proposes a cognitive theory of imitation based on Piaget's interpretations in which imitation is considered one form of overall cognitive functioning instead of a special mechanism for response acquisition. Other theories of imitation, and relevant empirical literature are reviewed and reinterpreted from the cognitive perspective. (DP)
Descriptors: Cognitive Development, Generalization, Imitation, Observational Learning

Gellatly, Angus – Human Development, 1997
Critiques the metaphor of child-as-theoretician. Argues that comparisons between the cognitive development of an individual and the historical development of a scientific theory are deeply misleading. Further argues that, although there are similarities between children's cognitive enculturation and adults' continuing education, individual…
Descriptors: Cognitive Development, Cultural Context, Sciences, Social Environment

Feitelson, Dina; Ross, Gail S. – Human Development, 1973
Spontaneous thematic play behavior in children is investigated. Environmental prerequisites of play and possible functions of play in cognitive and personality development are discussed. Whether modelling is a prerequisite for thematic play, and the relationship between level of play and creativity test performance in children are assessed. (DP)
Descriptors: Cognitive Development, Creativity, Cultural Differences, Mental Health

Spencer, Janine; Karmiloff-Smith, Annette – Human Development, 1997
Agrees with Gellatly that sociocultural influences are important in children's cognitive development, but maintains Gellatly confounds the contents of beliefs with the processes of forming beliefs. Argues that, though content varies cross-culturally, children use similar processes to make distinctions related to cultural contents. Suggests that…
Descriptors: Cognitive Development, Cultural Context, Cultural Influences, Sciences

Gellatly, Angus – Human Development, 1997
Focuses on the role of enculturation in children's cognitive development by distinguishing between, and elaborating upon, three factors: (1) cultural context; (2) cognitive contents; and (3) cognitive processes. Suggests problems inherent in positing homologies between children's cognitive development and the historical development of scientific…
Descriptors: Cognitive Development, Cultural Context, Cultural Influences, Sciences

Lewis, Michael – Human Development, 1993
Suggests that the central focus of the article by Raver and Leadbeter (PS 521 712) in this issue is the ways individuals know. Examines two ways of knowing, verbal responses to questions and action without verbal response; and outlines a four-level developmental sequence of knowing that develops from one's own knowing to having a perspective on…
Descriptors: Cognitive Development, Developmental Stages, Nonverbal Communication, Perspective Taking

Nelson, Katherine; Plesa, Daniela; Henseler, Sarah – Human Development, 1998
Reconsiders interpretive and theory versions of children's theory of mind. Shows that many college students provide interpretive explanations on theory of mind tasks and that young children rely on background experientially-based knowledge to interpret such tasks. Argues that a logical-causal theory of human action based on mental states is a…
Descriptors: Attribution Theory, Cognitive Development, College Students, Experience

Gordon, Debra E. – Human Development, 1993
Describes four kinds of pretend play inhibition observed in children from three to nine years of age. Proposes hypotheses regarding potential causes and developmental sequelae of pretend play difficulties, in both cognitive and socioaffective realms. Discusses the implications of children's pretend play inhibition for examining relationships…
Descriptors: Affective Behavior, Behavior Problems, Case Studies, Child Development