"When our daughter Joan was little more than a year old, on a whim I said to her, "Joanie, go get your shoes." To that point, she had never said a word or given any indication of understanding language, so my request was clearly unrealistic. Yet she looked at me briefly, wheeled around, and disappeared down the hallway. Moments later, she returned, shoes in hand and a smile on her face that expressed a pride matched only by that felt by her astonished father. She understood!"--
"When our daughter Joan was little more than a year old, on a whim I said to her, "Joanie, go get your shoes." To that point, she had never said a word or given any indication of understanding language, so my request was clearly unrealistic. Yet she looked at me briefly, wheeled around, and disappeared down the hallway. Moments later, she returned, shoes in hand and a smile on her face that expressed a pride matched only by that felt by her astonished father. She understood!"--Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
David R. Olson is University Professor Emeritus at the Ontario Institute for Studies in Education at the University of Toronto, Canada. He has authored more than 300 articles and 20 books, including The World on Paper (Cambridge, 1994), Psychological Theory and Educational Reform: How School Remakes Mind and Society (Cambridge, 2004) and The Mind on Paper (Cambridge, 2016). His research focuses on children's developing consciousness of their own and others' mental states and on the role that language and literacy play in this development.
Inhaltsangabe
Preface 1. Introduction 2. Understanding as feeling and understanding as concept 3. The linguistic basis of mind- linguistic concepts 4. Subjective mental states: the feeling of understanding 5. Objective mental states: the truth of understanding 6. Intersubjectivity of mental states 7. Identity conditions for feelings and concepts 8. What 'understanding' means: ascribing understanding 9. The referential scope of understanding 10. Understanding in the theory of mind 11. Understanding and making sense 12. Understanding as a learnable skill 13. Understanding in everyday life 14. Ascriptivism and cognitive development References.
Preface 1. Introduction 2. Understanding as feeling and understanding as concept 3. The linguistic basis of mind- linguistic concepts 4. Subjective mental states: the feeling of understanding 5. Objective mental states: the truth of understanding 6. Intersubjectivity of mental states 7. Identity conditions for feelings and concepts 8. What 'understanding' means: ascribing understanding 9. The referential scope of understanding 10. Understanding in the theory of mind 11. Understanding and making sense 12. Understanding as a learnable skill 13. Understanding in everyday life 14. Ascriptivism and cognitive development References.
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