Andere Kunden interessierten sich auch für
![The Developing Mind]( "The Developing Mind")
The Developing Mind198,99 €![The British Empiricists]( "The British Empiricists")
The British Empiricists184,99 €![The Social Mind]( "The Social Mind")
The Social Mind182,99 €![Philosophy of Perception]( "Philosophy of Perception")
Philosophy of Perception194,99 €![The Concise Encyclopedia of Western Philosophy]( "The Concise Encyclopedia of Western Philosophy")
The Concise Encyclopedia of Western Philosophy178,99 €![Animal Ethics: The Basics]( "Animal Ethics: The Basics")
Animal Ethics: The Basics136,99 €![Intimations of Christianity Among the Ancient Greeks]( "Intimations of Christianity Among the Ancient Greeks")
Intimations of Christianity Among the Ancient Greeks179,99 €
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 to consider 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 languagechildren's knowledge of the relation between actions and goals puzzles about when infants first have awareness of other mindshow 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.
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 languagechildren's knowledge of the relation between actions and goals puzzles about when infants first have awareness of other mindshow 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.
"It is fantastically difficult to cross the boundary between philosophy and psychology without getting embarrassingly stuck on the fence. Butterfill's book demonstrates why the risk is more than balanced by the potential benefits for both sides. It will be an invaluable textbook, and should be read by anyone interested in the tight relationship between cutting-edge theory and evidence in developmental psychology and philosophy of mind." - Ian Apperly, University of Birmingham, UK
"It is fantastically difficult to cross the boundary between philosophy and psychology without getting embarrassingly stuck on the fence. Butterfill's book demonstrates why the risk is more than balanced by the potential benefits for both sides. It will be an invaluable textbook, and should be read by anyone interested in the tight relationship between cutting-edge theory and evidence in developmental psychology and philosophy of mind." - Ian Apperly, University of Birmingham, UK