The notion of children's working theories is an overarching outcome of Aotearoa New Zealand's early childhood curriculum document "Te Whariki." An ever-growing base of research and literature is available about the working theories children hold and ways that teachers might support working theory development. In this article, I draw on…

Presents a short biography of one of the winners of the American Psychological Association's Award for Distinguished Scientific Early Career Contributions to Psychology (2012). Thomas L. Griffiths won the award for bringing mathematical precision to the deepest questions in human learning, reasoning, and concept formation. In his pioneering work,…

Replies to commentaries by Mandler (1988) and Rochat and Striano (1988), focusing on Mandler's comments. Maintains that their disagreements are the result of deep meta-theoretical differences regarding a representational theory of mind rather than misrepresentations of fact. Discusses how their meta-theoretical differences result in several basic…

Maintains that there are core-specific and non-core-specific domains of knowledge, but that only the core-specific domains benefit from innate skeletal structures. Asserts that core skeletal domains are universally shared, even though their particular foci may vary. Emphasizes that individuals vary in terms of the noncore domains they acquire.…

Derives a theoretical statement about children's understanding of the mind from Wittgenstein's private-language argument that understanding the mind involves acquiring rules governing the use of linguistic expressions about the mind. Presents developmental evidence illustrating Wittgenstein's argument and its differences from the simulation and…

Two experiments examined 4- to 5-year-olds' acquisition of family-resemblance categories for fictitious animals. Results showed that children who performed theory-guided learning were more successful at making feature/category associations than children who performed similarity-guided learning and categorized attributes significantly better than…

Three experiments examined 3- to 11-year-olds' understanding of entropy, asking whether undifferentiated forces, such as the wind or objects being thrown into the air, could create order or disorder in a set of objects. Found that even 4-year-olds were sensitive to asymmetrical effects of such events. Older children applied this principle more…

In the Soviet theory of cognitive development, originated by Vygotsky and elaborated by Leont'ev, acts occur at three levels of abstraction: activities, actions, and operations. According to this theory, an activity has an associated motive and may function directively as a motive. While many activities are possible, one activity tends to…

This paper examines the nature of concepts and conceptual processes and the manner of their formation. It argues that a process of successive abstraction and systematization is central to the evolution of conceptual structures. Classificatory processes are discussed and three levels of abstraction outlined. (Author/SJL)

Considers assumptions underlying current cognitive science research on concepts: (1) novel information is first processed via similarity judgments and later by explanatory components; (2) children initially have a similarity-based component for learning concepts--the explanatory component develops on its foundation. Argues that these assumptions…

Two experiments examined the role first, third, and fourth graders' intuitive theories about a subject played in their concept formation about the subject. Found that elementary school children can use theories to link together specific features associated with individual concepts. (MDM)

Maintains that Madole and Oakes' hypotheses are incorrect. Shows that conceptual development frequently goes from the abstract to the concrete and that extensive literature shows that there is more than one kind of categorization. Discusses ways in which perceptual and conceptual categorization differ. (Author/KB)

This paper describes the rule-assessment approach to cognitive development. The basic question that motivated the rule-assessment approach is how people's existing knowledge influences their ability to learn. Research using the rule-assessment approach is summarized in terms of eight conclusions, each illustrated with empirical examples.…

Presents and reviews Piaget's recent work on equilibration. (BD)