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The essential child : origins of essentialism in everyday thought /
This text synthesizes 15 years of empirical research on essentialism into a coherent framework, examining children's thinking and ways in which language influences thought. It shows that children do not come into the world as passive recipients of data.
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Oxford ; New York :
Oxford University Press,
2005.
|
| Colección: | Oxford series in cognitive development.
|
| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 100 | 1 | |a Gelman, Susan A. | |
| 245 | 1 | 4 | |a The essential child : |b origins of essentialism in everyday thought / |c Susan A. Gelman. |
| 260 | |a Oxford ; |a New York : |b Oxford University Press, |c 2005. | ||
| 300 | |a 1 online resource (x, 382 pages) : |b illustrations | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 490 | 1 | |a Oxford series in cognitive development | |
| 500 | |a Originally published: 2003. | ||
| 504 | |a Includes bibliographical references (pages 335-367) and indexes. | ||
| 505 | 0 | |a Introduction to Part I: Notes on research methods -- The inductive potential of categories -- Hidden, nonobvious properties -- Children's conceptions of nature and nurture -- Causal explanations, causal determinism -- Conclusions to Part I -- What parents say--and do not say--about essences -- Essentialism in language -- Theory theories and DAM theories -- Unfinished business -- Why do we essentialize? | |
| 520 | 8 | |a This text synthesizes 15 years of empirical research on essentialism into a coherent framework, examining children's thinking and ways in which language influences thought. It shows that children do not come into the world as passive recipients of data. | |
| 590 | |a ProQuest Ebook Central |b Ebook Central Academic Complete | ||
| 650 | 0 | |a Categorization (Psychology) in children. | |
| 650 | 0 | |a Cognition in children. | |
| 650 | 0 | |a Children |x Language. | |
| 650 | 6 | |a Catégorisation chez l'enfant. | |
| 650 | 6 | |a Cognition chez l'enfant. | |
| 650 | 7 | |a Categorization (Psychology) in children |2 fast | |
| 650 | 7 | |a Children |x Language |2 fast | |
| 650 | 7 | |a Cognition in children |2 fast | |
| 650 | 7 | |a Kind |2 gnd | |
| 650 | 7 | |a Kognition |2 gnd | |
| 758 | |i has work: |a The essential child (Text) |1 https://id.oclc.org/worldcat/entity/E39PCFyCGxjVmyPJVFhG6C3fbd |4 https://id.oclc.org/worldcat/ontology/hasWork | ||
| 776 | 0 | 8 | |i Print version: |a Gelman, Susan A. |t Essential child. |d Oxford ; New York : Oxford University Press, 2005 |z 9780195181982 |w (OCoLC)57575902 |
| 830 | 0 | |a Oxford series in cognitive development. | |
| 856 | 4 | 0 | |u https://ebookcentral.uam.elogim.com/lib/uam-ebooks/detail.action?docID=3052263 |z Texto completo |
| 938 | |a Askews and Holts Library Services |b ASKH |n AH29946637 | ||
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| 938 | |a EBL - Ebook Library |b EBLB |n EBL3052263 | ||
| 994 | |a 92 |b IZTAP | ||