The developing mind: a philosophical introduction
"The development of children's minds raises fundamental questions, from how we are able to know about basic aspects of the world such as objects and actions to how we come to grasp mental states. The Developing Mind is the first book to critically introduce and examine philosophical questi...
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
London ; New York
Routledge
2020
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Zusammenfassung: | "The development of children's minds raises fundamental questions, from how we are able to know about basic aspects of the world such as objects and actions to how we come to grasp mental states. The Developing Mind is the first book to critically introduce and examine philosophical questions concerning children's cognitive development and considers the implications of scientific breakthroughs for the philosophy of developmental psychology. The book explores central topics in developmental psychology from a philosophical perspective : children's awareness of objects and the question of 'object permanence' the nature and explanatory role of 'core knowledge' evidence for innate drivers of language children's knowledge of the relation between actions and goals puzzles about when infants first have awareness of other minds how social interaction explains the emergence of knowledge Throughout the book, Stephen Butterfill draws on important case studies, including experiments with children on objects and their interactions, 'false belief tasks', and the process by which children come to see other people, not just themselves, as purposive agents. He shows how these questions can illuminate fundamental debates in philosophy of mind concerning the mind's architecture, the explanatory power of representation, the social character of knowledge, and the nature of metacognitive feelings. Additional features, such as a glossary and extensive bibliographic references, provide helpful tools for those coming to the subject for the first time." |
| Beschreibung: | XIV, 258 Seiten Illustrationen, Diagramme 26 cm |
| ISBN: | 9780415566230 9780415566223 |
Internformat
MARC
| LEADER | 00000nam a2200000 c 4500 | ||
|---|---|---|---|
| 001 | BV046824757 | ||
| 003 | DE-604 | ||
| 005 | 20200914 | ||
| 007 | t | ||
| 008 | 200727s2020 a||| b||| 00||| eng d | ||
| 020 | |a 9780415566230 |c (hbk.) |9 978-0-415-56623-0 | ||
| 020 | |a 9780415566223 |c (pbk.) |9 978-0-415-56622-3 | ||
| 035 | |a (OCoLC)1197710726 | ||
| 035 | |a (DE-599)BVBBV046824757 | ||
| 040 | |a DE-604 |b ger |e rda | ||
| 041 | 0 | |a eng | |
| 049 | |a DE-12 | ||
| 100 | 1 | |a Butterfill, Stephen |e Verfasser |0 (DE-588)1210444232 |4 aut | |
| 245 | 1 | 0 | |a The developing mind |b a philosophical introduction |c Stephen Butterfill |
| 264 | 1 | |a London ; New York |b Routledge |c 2020 | |
| 300 | |a XIV, 258 Seiten |b Illustrationen, Diagramme |c 26 cm | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b n |2 rdamedia | ||
| 338 | |b nc |2 rdacarrier | ||
| 520 | 3 | |a "The development of children's minds raises fundamental questions, from how we are able to know about basic aspects of the world such as objects and actions to how we come to grasp mental states. The Developing Mind is the first book to critically introduce and examine philosophical questions concerning children's cognitive development and considers the implications of scientific breakthroughs for the philosophy of developmental psychology. The book explores central topics in developmental psychology from a philosophical perspective : children's awareness of objects and the question of 'object permanence' the nature and explanatory role of 'core knowledge' evidence for innate drivers of language children's knowledge of the relation between actions and goals puzzles about when infants first have awareness of other minds how social interaction explains the emergence of knowledge Throughout the book, Stephen Butterfill draws on important case studies, including experiments with children on objects and their interactions, 'false belief tasks', and the process by which children come to see other people, not just themselves, as purposive agents. He shows how these questions can illuminate fundamental debates in philosophy of mind concerning the mind's architecture, the explanatory power of representation, the social character of knowledge, and the nature of metacognitive feelings. Additional features, such as a glossary and extensive bibliographic references, provide helpful tools for those coming to the subject for the first time." | |
| 650 | 0 | 7 | |a Kognitive Entwicklung |0 (DE-588)4133279-9 |2 gnd |9 rswk-swf |
| 650 | 0 | 7 | |a Philosophie |0 (DE-588)4045791-6 |2 gnd |9 rswk-swf |
| 650 | 0 | 7 | |a Kind |0 (DE-588)4030550-8 |2 gnd |9 rswk-swf |
| 653 | 0 | |a Child psychology / Philosophy | |
| 653 | 0 | |a Child development / Philosophy | |
| 653 | 0 | |a Child development / Philosophy | |
| 653 | 0 | |a Child psychology / Philosophy | |
| 689 | 0 | 0 | |a Kind |0 (DE-588)4030550-8 |D s |
| 689 | 0 | 1 | |a Kognitive Entwicklung |0 (DE-588)4133279-9 |D s |
| 689 | 0 | 2 | |a Philosophie |0 (DE-588)4045791-6 |D s |
| 689 | 0 | |5 DE-604 | |
| 776 | 0 | 8 | |i Erscheint auch als |n Online-Ausgabe |z 978-0-203-75827-4 |
| 856 | 4 | 2 | |m Digitalisierung BSB München - ADAM Catalogue Enrichment |q application/pdf |u http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=032233019&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |3 Inhaltsverzeichnis |
| 999 | |a oai:aleph.bib-bvb.de:BVB01-032233019 | ||
Datensatz im Suchindex
| _version_ | 1804181640731164672 |
|---|---|
| adam_text | Contents List of figures List of tables Preface 1 XV xvii Introduction 1 1.1 Two breakthroughs 1.2 Knowledge 1.3 A crude picture of the mind 1.4 Core knowledge 1.5 Two stories 1.6 Development is rediscovery Notes 2 3 4 5 6 6 8 PART I Physical objects 2 xiii 11 Principles of object perception 13 2.1 Knowledge of objects involves three abilities 2.2 Segmentation 2.3 Principles of object perception 2.4 Conclusion Notes 13 15 20 22 22
Vill 3 4 5 6 7 CONTENTS The Simple View 23 3.1 The Simple View 3.2 Persistence 3.3 Extending the Simple View to persistence 3.4 Causal interactions 3.5 The case for the Simple View Notes 23 24 29 30 32 35 The Linking Problem 36 4.1 Against the Simple View 4.2 Further evidence against the Simple View 4.3 Things get even worse for the Simple View 4.4 The Linking Problem 4.5 Representation not knowledge 4.6 Graded representations? 4.7 Conclusion Notes 37 40 42 43 45 46 48 49 Core knowledge 50 5.1 What is core knowledge? 5.2 Can core knowledge solve the Linking Problem? 5.3 How not to define something 5.4 Will invoking modularity help? 5.5 Conclusion Notes 51 52 54 55 56 56 Object indexes and motor representations of objects 57 6.1 Object indexes in adult humans 6.2 Object indexes and the principles of object perception 6.3 The CLSTX Conjecture 6.4 Signature limits 6.5 Knowledge or core knowledge or...? 6.6 Against the CLSTX Conjecture 6.7 Motor representations of objects 6.8 Conjecture О 6.9 Conclusion: paradox lost Notes 58 59 63 64 66 67 68 69 71 73 Metacognitive feelings 75 7.1 Objection to Conjecture О 7.2 Metacognitive feelings: a first example 7.3 More metacognitive feelings 7.4 What is a metacognitive feeling? 75 77 78 79
CONTENTS 8 7.5 A metacognitive feeling of surprise? 7.6 Conjecture Om 7.7 Metacognitive feelings are intentional isolators 7.8 Conclusion Notes 81 82 83 85 85 Conclusion to Part I 87 8.1 8.2 8.3 8.4 88 89 90 91 What is an expectation? Core knowledge: a lighter account Development is rediscovery How does rediscovery occur? Interlude on innateness 9 IX Innateness 9.1 Syntax 9.2 A poverty of stimulus argument 9.3 The poverty of poverty of stimulus arguments 9.4 Is core knowledge innate? 9.5 Syntax and rediscovery 9.6 Conclusion Notes 93 95 96 97 99 100 101 103 103 PART II Minds and actions 105 10 Action 107 10.1 Tracking vs knowing 10.2 Three-month-olds track the goals of actions 10.3 Pure goal tracking 10.4 The Teleological Stance 10.5 Statistical regularities 10.6 A methodological explanation? 10.7 A second puzzle: acting and tracking 10.8 Conclusion Notes 107 108 111 113 116 119 120 122 123 A theory of goal tracking 124 11.1 The Simple View 11.2 The Motor Theory of Goal Tracking 11.3 The Motor Theory and the Teleological Stance 11.4 Target vs goal 124 125 128 129 11
X CONTENTS 11.5 A dual process theory of goal tracking 11.6 Puzzles solved? 11.7 Conclusion Notes 131 132 133 135 12 Mind: the puzzle 12.1 All about Maxi 12.2 Infants track false beliefs 12.3 A replication challenge 12.4 Methodological defects or truly contradictory responses? 12.5 Models 12.6 The Mindreading Puzzle Notes 136 137 139 141 142 144 146 146 13 Three levels of analysis 13.1 Tracking beliefs without representing them? 13.2 Altercentric interference 13.3 Mirroring beliefs? 13.4 Three levels of analysis 13.5 Task analysis 13.6 Selection and inhibition 13.7 Too much mindreading? 13.8 What now? Notes 148 148 149 150 152 153 156 159 163 164 14 Mind: a solution? 14.1 Mindreading is sometimes automatic 14.2 Mindreading is not always automatic 14.3 A dual process theory of mindreading 14.4 Speed-accuracy trade-offs 14.5 What is a model of minds and actions? 14.6 Minimal models of the mental 14.7 Signature limits in mindreading T4.8 A developmental theory of mindreading 14.9 How to solve the Mindreading Puzzle 14.10 Task analysis revisited 14.11 Is there core knowledge of minds? 14.12 Origins of knowledge of mind: rediscovery Notes 166 167 168 169 170 171 173 175 177 180 181 182 182 183 15 Joint action 15.1 Joint action vs parallel but merely individual actions 15.2 Shared intention 186 187 188
CONTENTS 15.3 Bratman on shared intention 15.4 An inconsistent triad 15.5 Coordinating planning 15.6 Joint action in the first years of life 15.7 Collective goals vs shared intentions 15.8 Expectations about collective goals 15.9 Conclusion Notes 16 17 XI 189 190 192 196 199 201 203 205 Conclusion to Part II 206 16.1 Dual process theories 16.2 Pluralism about models 16.3 Goal tracking is the foundation 16.4 When joint action enables goal tracking 16.5 Joint action and the developmental emergence of knowledge Note 207 208 209 210 211 211 Conclusion 212 17.1 Infants rely on minimal models ... 17.2 ... As do adults, sometimes 17.3 Puzzles matter 17.4 Linking problems abound 17.5 Core knowledge isn’t what you think it is 17.6 How to solve linking problems 17.7 Representation: handle with care 17.8 Inferential and intentional isolation 17.9 Rediscovery is joint action Notes 213 214 214 215 216 217 218 219 220 221 Glossary Bibliography Index 222 229 252
|
| adam_txt |
Contents List of figures List of tables Preface 1 XV xvii Introduction 1 1.1 Two breakthroughs 1.2 Knowledge 1.3 A crude picture of the mind 1.4 Core knowledge 1.5 Two stories 1.6 Development is rediscovery Notes 2 3 4 5 6 6 8 PART I Physical objects 2 xiii 11 Principles of object perception 13 2.1 Knowledge of objects involves three abilities 2.2 Segmentation 2.3 Principles of object perception 2.4 Conclusion Notes 13 15 20 22 22
Vill 3 4 5 6 7 CONTENTS The Simple View 23 3.1 The Simple View 3.2 Persistence 3.3 Extending the Simple View to persistence 3.4 Causal interactions 3.5 The case for the Simple View Notes 23 24 29 30 32 35 The Linking Problem 36 4.1 Against the Simple View 4.2 Further evidence against the Simple View 4.3 Things get even worse for the Simple View 4.4 The Linking Problem 4.5 Representation not knowledge 4.6 Graded representations? 4.7 Conclusion Notes 37 40 42 43 45 46 48 49 Core knowledge 50 5.1 What is core knowledge? 5.2 Can core knowledge solve the Linking Problem? 5.3 How not to define something 5.4 Will invoking modularity help? 5.5 Conclusion Notes 51 52 54 55 56 56 Object indexes and motor representations of objects 57 6.1 Object indexes in adult humans 6.2 Object indexes and the principles of object perception 6.3 The CLSTX Conjecture 6.4 Signature limits 6.5 Knowledge or core knowledge or.? 6.6 Against the CLSTX Conjecture 6.7 Motor representations of objects 6.8 Conjecture О 6.9 Conclusion: paradox lost Notes 58 59 63 64 66 67 68 69 71 73 Metacognitive feelings 75 7.1 Objection to Conjecture О 7.2 Metacognitive feelings: a first example 7.3 More metacognitive feelings 7.4 What is a metacognitive feeling? 75 77 78 79
CONTENTS 8 7.5 A metacognitive feeling of surprise? 7.6 Conjecture Om 7.7 Metacognitive feelings are intentional isolators 7.8 Conclusion Notes 81 82 83 85 85 Conclusion to Part I 87 8.1 8.2 8.3 8.4 88 89 90 91 What is an expectation? Core knowledge: a lighter account Development is rediscovery How does rediscovery occur? Interlude on innateness 9 IX Innateness 9.1 Syntax 9.2 A poverty of stimulus argument 9.3 The poverty of poverty of stimulus arguments 9.4 Is core knowledge innate? 9.5 Syntax and rediscovery 9.6 Conclusion Notes 93 95 96 97 99 100 101 103 103 PART II Minds and actions 105 10 Action 107 10.1 Tracking vs knowing 10.2 Three-month-olds track the goals of actions 10.3 Pure goal tracking 10.4 The Teleological Stance 10.5 Statistical regularities 10.6 A methodological explanation? 10.7 A second puzzle: acting and tracking 10.8 Conclusion Notes 107 108 111 113 116 119 120 122 123 A theory of goal tracking 124 11.1 The Simple View 11.2 The Motor Theory of Goal Tracking 11.3 The Motor Theory and the Teleological Stance 11.4 Target vs goal 124 125 128 129 11
X CONTENTS 11.5 A dual process theory of goal tracking 11.6 Puzzles solved? 11.7 Conclusion Notes 131 132 133 135 12 Mind: the puzzle 12.1 All about Maxi 12.2 Infants track false beliefs 12.3 A replication challenge 12.4 Methodological defects or truly contradictory responses? 12.5 Models 12.6 The Mindreading Puzzle Notes 136 137 139 141 142 144 146 146 13 Three levels of analysis 13.1 Tracking beliefs without representing them? 13.2 Altercentric interference 13.3 Mirroring beliefs? 13.4 Three levels of analysis 13.5 Task analysis 13.6 Selection and inhibition 13.7 Too much mindreading? 13.8 What now? Notes 148 148 149 150 152 153 156 159 163 164 14 Mind: a solution? 14.1 Mindreading is sometimes automatic 14.2 Mindreading is not always automatic 14.3 A dual process theory of mindreading 14.4 Speed-accuracy trade-offs 14.5 What is a model of minds and actions? 14.6 Minimal models of the mental 14.7 Signature limits in mindreading T4.8 A developmental theory of mindreading 14.9 How to solve the Mindreading Puzzle 14.10 Task analysis revisited 14.11 Is there core knowledge of minds? 14.12 Origins of knowledge of mind: rediscovery Notes 166 167 168 169 170 171 173 175 177 180 181 182 182 183 15 Joint action 15.1 Joint action vs parallel but merely individual actions 15.2 Shared intention 186 187 188
CONTENTS 15.3 Bratman on shared intention 15.4 An inconsistent triad 15.5 Coordinating planning 15.6 Joint action in the first years of life 15.7 Collective goals vs shared intentions 15.8 Expectations about collective goals 15.9 Conclusion Notes 16 17 XI 189 190 192 196 199 201 203 205 Conclusion to Part II 206 16.1 Dual process theories 16.2 Pluralism about models 16.3 Goal tracking is the foundation 16.4 When joint action enables goal tracking 16.5 Joint action and the developmental emergence of knowledge Note 207 208 209 210 211 211 Conclusion 212 17.1 Infants rely on minimal models . 17.2 . As do adults, sometimes 17.3 Puzzles matter 17.4 Linking problems abound 17.5 Core knowledge isn’t what you think it is 17.6 How to solve linking problems 17.7 Representation: handle with care 17.8 Inferential and intentional isolation 17.9 Rediscovery is joint action Notes 213 214 214 215 216 217 218 219 220 221 Glossary Bibliography Index 222 229 252 |
| any_adam_object | 1 |
| any_adam_object_boolean | 1 |
| author | Butterfill, Stephen |
| author_GND | (DE-588)1210444232 |
| author_facet | Butterfill, Stephen |
| author_role | aut |
| author_sort | Butterfill, Stephen |
| author_variant | s b sb |
| building | Verbundindex |
| bvnumber | BV046824757 |
| ctrlnum | (OCoLC)1197710726 (DE-599)BVBBV046824757 |
| format | Book |
| fullrecord | <?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>03323nam a2200433 c 4500</leader><controlfield tag="001">BV046824757</controlfield><controlfield tag="003">DE-604</controlfield><controlfield tag="005">20200914 </controlfield><controlfield tag="007">t</controlfield><controlfield tag="008">200727s2020 a||| b||| 00||| eng d</controlfield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">9780415566230</subfield><subfield code="c">(hbk.)</subfield><subfield code="9">978-0-415-56623-0</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">9780415566223</subfield><subfield code="c">(pbk.)</subfield><subfield code="9">978-0-415-56622-3</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(OCoLC)1197710726</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-599)BVBBV046824757</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-604</subfield><subfield code="b">ger</subfield><subfield code="e">rda</subfield></datafield><datafield tag="041" ind1="0" ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="049" ind1=" " ind2=" "><subfield code="a">DE-12</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Butterfill, Stephen</subfield><subfield code="e">Verfasser</subfield><subfield code="0">(DE-588)1210444232</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">The developing mind</subfield><subfield code="b">a philosophical introduction</subfield><subfield code="c">Stephen Butterfill</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="a">London ; New York</subfield><subfield code="b">Routledge</subfield><subfield code="c">2020</subfield></datafield><datafield tag="300" ind1=" " ind2=" "><subfield code="a">XIV, 258 Seiten</subfield><subfield code="b">Illustrationen, Diagramme</subfield><subfield code="c">26 cm</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="b">n</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="b">nc</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="520" ind1="3" ind2=" "><subfield code="a">"The development of children's minds raises fundamental questions, from how we are able to know about basic aspects of the world such as objects and actions to how we come to grasp mental states. The Developing Mind is the first book to critically introduce and examine philosophical questions concerning children's cognitive development and considers the implications of scientific breakthroughs for the philosophy of developmental psychology. The book explores central topics in developmental psychology from a philosophical perspective : children's awareness of objects and the question of 'object permanence' the nature and explanatory role of 'core knowledge' evidence for innate drivers of language children's knowledge of the relation between actions and goals puzzles about when infants first have awareness of other minds how social interaction explains the emergence of knowledge Throughout the book, Stephen Butterfill draws on important case studies, including experiments with children on objects and their interactions, 'false belief tasks', and the process by which children come to see other people, not just themselves, as purposive agents. He shows how these questions can illuminate fundamental debates in philosophy of mind concerning the mind's architecture, the explanatory power of representation, the social character of knowledge, and the nature of metacognitive feelings. Additional features, such as a glossary and extensive bibliographic references, provide helpful tools for those coming to the subject for the first time."</subfield></datafield><datafield tag="650" ind1="0" ind2="7"><subfield code="a">Kognitive Entwicklung</subfield><subfield code="0">(DE-588)4133279-9</subfield><subfield code="2">gnd</subfield><subfield code="9">rswk-swf</subfield></datafield><datafield tag="650" ind1="0" ind2="7"><subfield code="a">Philosophie</subfield><subfield code="0">(DE-588)4045791-6</subfield><subfield code="2">gnd</subfield><subfield code="9">rswk-swf</subfield></datafield><datafield tag="650" ind1="0" ind2="7"><subfield code="a">Kind</subfield><subfield code="0">(DE-588)4030550-8</subfield><subfield code="2">gnd</subfield><subfield code="9">rswk-swf</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">Child psychology / Philosophy</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">Child development / Philosophy</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">Child development / Philosophy</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">Child psychology / Philosophy</subfield></datafield><datafield tag="689" ind1="0" ind2="0"><subfield code="a">Kind</subfield><subfield code="0">(DE-588)4030550-8</subfield><subfield code="D">s</subfield></datafield><datafield tag="689" ind1="0" ind2="1"><subfield code="a">Kognitive Entwicklung</subfield><subfield code="0">(DE-588)4133279-9</subfield><subfield code="D">s</subfield></datafield><datafield tag="689" ind1="0" ind2="2"><subfield code="a">Philosophie</subfield><subfield code="0">(DE-588)4045791-6</subfield><subfield code="D">s</subfield></datafield><datafield tag="689" ind1="0" ind2=" "><subfield code="5">DE-604</subfield></datafield><datafield tag="776" ind1="0" ind2="8"><subfield code="i">Erscheint auch als</subfield><subfield code="n">Online-Ausgabe</subfield><subfield code="z">978-0-203-75827-4</subfield></datafield><datafield tag="856" ind1="4" ind2="2"><subfield code="m">Digitalisierung BSB München - ADAM Catalogue Enrichment</subfield><subfield code="q">application/pdf</subfield><subfield code="u">http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=032233019&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA</subfield><subfield code="3">Inhaltsverzeichnis</subfield></datafield><datafield tag="999" ind1=" " ind2=" "><subfield code="a">oai:aleph.bib-bvb.de:BVB01-032233019</subfield></datafield></record></collection> |
| id | DE-604.BV046824757 |
| illustrated | Illustrated |
| index_date | 2024-07-03T15:03:14Z |
| indexdate | 2024-07-10T08:54:52Z |
| institution | BVB |
| isbn | 9780415566230 9780415566223 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-032233019 |
| oclc_num | 1197710726 |
| open_access_boolean | |
| owner | DE-12 |
| owner_facet | DE-12 |
| physical | XIV, 258 Seiten Illustrationen, Diagramme 26 cm |
| publishDate | 2020 |
| publishDateSearch | 2020 |
| publishDateSort | 2020 |
| publisher | Routledge |
| record_format | marc |
| spelling | Butterfill, Stephen Verfasser (DE-588)1210444232 aut The developing mind a philosophical introduction Stephen Butterfill London ; New York Routledge 2020 XIV, 258 Seiten Illustrationen, Diagramme 26 cm txt rdacontent n rdamedia nc rdacarrier "The development of children's minds raises fundamental questions, from how we are able to know about basic aspects of the world such as objects and actions to how we come to grasp mental states. The Developing Mind is the first book to critically introduce and examine philosophical questions concerning children's cognitive development and considers the implications of scientific breakthroughs for the philosophy of developmental psychology. The book explores central topics in developmental psychology from a philosophical perspective : children's awareness of objects and the question of 'object permanence' the nature and explanatory role of 'core knowledge' evidence for innate drivers of language children's knowledge of the relation between actions and goals puzzles about when infants first have awareness of other minds how social interaction explains the emergence of knowledge Throughout the book, Stephen Butterfill draws on important case studies, including experiments with children on objects and their interactions, 'false belief tasks', and the process by which children come to see other people, not just themselves, as purposive agents. He shows how these questions can illuminate fundamental debates in philosophy of mind concerning the mind's architecture, the explanatory power of representation, the social character of knowledge, and the nature of metacognitive feelings. Additional features, such as a glossary and extensive bibliographic references, provide helpful tools for those coming to the subject for the first time." Kognitive Entwicklung (DE-588)4133279-9 gnd rswk-swf Philosophie (DE-588)4045791-6 gnd rswk-swf Kind (DE-588)4030550-8 gnd rswk-swf Child psychology / Philosophy Child development / Philosophy Kind (DE-588)4030550-8 s Kognitive Entwicklung (DE-588)4133279-9 s Philosophie (DE-588)4045791-6 s DE-604 Erscheint auch als Online-Ausgabe 978-0-203-75827-4 Digitalisierung BSB München - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=032233019&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Butterfill, Stephen The developing mind a philosophical introduction Kognitive Entwicklung (DE-588)4133279-9 gnd Philosophie (DE-588)4045791-6 gnd Kind (DE-588)4030550-8 gnd |
| subject_GND | (DE-588)4133279-9 (DE-588)4045791-6 (DE-588)4030550-8 |
| title | The developing mind a philosophical introduction |
| title_auth | The developing mind a philosophical introduction |
| title_exact_search | The developing mind a philosophical introduction |
| title_exact_search_txtP | The developing mind a philosophical introduction |
| title_full | The developing mind a philosophical introduction Stephen Butterfill |
| title_fullStr | The developing mind a philosophical introduction Stephen Butterfill |
| title_full_unstemmed | The developing mind a philosophical introduction Stephen Butterfill |
| title_short | The developing mind |
| title_sort | the developing mind a philosophical introduction |
| title_sub | a philosophical introduction |
| topic | Kognitive Entwicklung (DE-588)4133279-9 gnd Philosophie (DE-588)4045791-6 gnd Kind (DE-588)4030550-8 gnd |
| topic_facet | Kognitive Entwicklung Philosophie Kind |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=032233019&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| work_keys_str_mv | AT butterfillstephen thedevelopingmindaphilosophicalintroduction |