Essentialism is the idea that certain categories, such as “dog,” “man,” or “intelligence,” have an underlying reality or true nature that gives objects their identity. This book argues that ...essentialism is an early cognitive bias. Young children's concepts reflect a deep commitment to essentialism, and this commitment leads children to look beyond the obvious in many converging ways: when learning words, generalizing knowledge to new category members, reasoning about the insides of things, contemplating the role of nature versus nurture, and constructing causal explanations. This book argues against the standard view of children as concrete or focused on the obvious, instead claiming that children have an early, powerful tendency to search for hidden, non-obvious features of things. It also disputes claims that children build up their knowledge of the world based on simple, associative learning strategies, arguing that children's concepts are embedded in rich folk theories. Parents don't explicitly teach children to essentialize; instead, during the preschool years, children spontaneously construct concepts and beliefs that reflect an essentialist bias. The book synthesizes over fifteen years of empirical research on essentialism into a unified framework and explores the broader lessons that the research imparts concerning, among other things, human concepts, children's thinking, and the ways in which language influences thought.
Emotion in education Phye, Gary D; Schutz, Paul; Pekrun, Reinhard
2007, 2011, 2007-12-31, 20070101, Letnik:
v.Volume .
eBook, Book
Emotions are a part of the school context, influencing the teaching and learning process. Students and teachers both may be bored, happy, angry, excited, and these emotions influence their ...perceptions and behavior. Only recently has there been a dramatic increase in the research in this area. The book summarizes worldwide research, including both experimental research and field studies, quantitative and qualitative inquiry methods, and across a variety of educational settings. The book is divided into subsections focusing on theoretical perspectives, students' emotions, and teachers' emotions. Chapters discuss the interaction between affect and motivation, the influence of emotion on self-regulated learning, the transience of emotion, test anxiety, the interaction of emotion with identity, beliefs, and goals, and the politics of emotion and teaching. With contributions from Australia, The Netherlands, Belgium, Germany, Israel, and the United States, the book makes clear that there is no removing emotion from educational contexts. (DIPF/Orig./av).
Our encounters with the physical world are filled with miraculous puzzles-wind appears from somewhere, heavy objects (like oil tankers) float on oceans, yet smaller objects go to the bottom of our ...water-filled buckets. As adults, instead of confronting a whole world, we are reduced to driving from one parking garage to another. The Child's Conception of Physical Causality, part of the very beginning of the ground-breaking work of the Swiss naturalist Jean Piaget, is filled with creative experimental ideas for probing the most sophisticated ways of thinking in children. The strength of Piaget's research is evident in this collection of empirical data, systematically organized by tasks that illuminate how things work. Piaget's data are remarkably rich. In his new introduction, Jaan Valsiner observes that Piaget had no grand theoretical aims, yet the book's simple power cannot be ignored. Piaget's great contribution to developmental psychology was his "clinical method"-a tactic that integrated relevant aspects of naturalistic experiment, interview, and observation. Through this systematic inquiry, we gain insight into children's thinking. Reading Piaget will encourage the contemporary reader to think about the unity of psychological phenomena and their theoretical underpinnings. His wealth of creative experimental ideas probes into the most sophisticated ways of thinking in children. Technologies change, yet the creative curiosity of children remains basically unhindered by the consumer society. Piaget's data preserve the reality of the original phenomena. As such, this work will provide a wealth of information for developmental psychologists and those involved in the field of experimental science. Jean Piaget (1896-1980) is known for investigations of thought processes. He was professor at Geneva University (1929-1954) and director of the International Center for Epistemology (1955-1980). He is the author of The Language and Thought of the Child, Judgme
RESUMEN Fundamento: el estudio de las emociones es importante por la manera en que interactúan en la realidad del individuo, su vida cotidiana, en cada experiencia individual, y particularmente en su ...entorno familiar. Objetivo: caracterizar la relación entre expresión emocional y funcionamiento familiar de los niños angolanos de 8 a 10 años, a partir de un estudio correlacional. Métodos: se realizó un estudio descriptivo-correlacional en el municipio de Kuito, provincia de Bié, República de Angola, entre septiembre y julio de 2016. Se utilizaron métodos teóricos: analítico-sintético, inductivo-deductivo, histórico-lógico y el sistémico-estructural; empíricos: la observación y la entrevista para la aplicación de los instrumentos de evaluación psicológica: cuestionario de emociones infantiles y prueba de percepción del funcionamiento familiar. Resultados: acerca de la frecuencia con que se manifestaron las emociones en los escolares, predominó la respuesta intermedia “algunas veces” en la mayoría de las emociones; entre las placenteras mencionaron la alegría; mientras que las displacenteras fueron la ansiedad y la tristeza, expresadas a partir de manifestaciones de índole extraverbal y verbal. En las familias funcionales prevalecieron los estilos semiexpresivo y expresivo, mientras que las disfuncionales se distinguen por emplear un estilo represivo o expresivo desajustado, con prevalencia del autoritarismo y la permisividad. Conclusiones: se caracterizó la expresión emocional y su relación con el funcionamiento familiar en niños de 8 a 10 años de Kuito-Bié, República se Angola y se determinó un vínculo directo entre emociones placenteras y familias funcionales, mientras la mayoría de las emociones displacenteras se manifiestan en entornos familiares disfuncionales.
