"The Cognitive Revolution in Children's Understanding of Mind" (Commentary On).

Bruner, J.

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Peer reviewed

ERIC Number: EJ523335

Record Type: Journal

Publication Date: 1995

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Abstractor: N/A

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ISSN: ISSN-0018-716X

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"The Cognitive Revolution in Children's Understanding of Mind" (Commentary On).

Bruner, J.

Human Development, v38 n4-5 p203-13 Jul-Oct 1995

Examines the relationship between causal-explanatory and interpretive-hermeneutic approaches to how we understand our own and others' minds. Suggests that the two approaches discussed by Astington and Olson are mutually enlightening but, contrary to the proposed position, are irreducible to each other. (AA)

Descriptors: Abstract Reasoning, Cognitive Ability, Cognitive Processes, Cognitive Structures, Culture, Folk Culture, Intellectual Development, Interpersonal Relationship, Learning Processes, Metacognition, Models, Naturalistic Observation, Psychological Patterns, Research Needs, Theories

Publication Type: Opinion Papers; Journal Articles

Education Level: N/A

Audience: N/A

Language: English

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Author Affiliations: N/A