The Child is a Theoretician, Not an Inductivist*
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In some studies, major belief change takes more time and shows up only over years as students acquire additional knowledge; in other studies, some theory change in response to anomalous data occurs within one or a few experimental sessions or within several classroom lessons.
“In some studies, major belief change takes more time and shows up only over years as students acquire additional knowledge (e.g., Karmiloff-Smith, 1988;Vosniadou & Brewer, 1992).In other studies, some theory change in response to anomalous data occurs within one or a few experimental sessions or within several classroom lessons”
From The role of anomalous data in knowledge acquisition: A theoretical framework and implications for science instruction. (1993) · cites this paper as Karmiloff-Smith, 1988
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- Authors
- KARMILOFF‐SMITH, A.
- Affiliations
- Medical Research Council (GB)
- Corresponding author
- KARMILOFF‐SMITH, ANNETTE
- Venue
- Mind & Language
- Publisher
- Wiley
- Published
- 1988-09
- Volume
- 3
- Issue
- 3
- Pages
- 183-196
- ISSN
- 0268-1064 (ISSN-L)
- 1468-0017
- OpenAlex
- W2080715598
- Cited by
- 179
- References
- 25
- Citations by year
- 2026: 1 · 2022: 2 · 2021: 1 · 2020: 3 · 2019: 3 · 2017: 2 · 2016: 2 · 2015: 4 · 2014: 3 · 2013: 2 · 2012: 6
- FWCI
- 4.95
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Mind & Language (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Child and Animal Learning Development
- Social Sciences › Arts and Humanities › Philosophy › Epistemology, Ethics, and Metaphysics
- Social Sciences › Arts and Humanities › History and Philosophy of Science › Philosophy, Science, and History
- Keywords
- child language acquisition, inductive learning, theory of mind, child development, cognitive development, language acquisition theory
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