Immaterial Facts

Author: Robert Caper
Publisher: Routledge
ISBN: 1317797922
Size: 41.49 MB
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It becomes clear that those analysts who dispute Melanie Klein's findings most
vehemently themselves still stand in the main by Freud's original formulations
which were never fully retraced or abandoned; and that where Freud later broke
new ground and went ahead sometimes in more intuitive recognition, they have
never followed. [p. 8] Klein started her analytical work by evolving a technique of
psychoanalyzing children, and this illustrates how different she was from other
pioneers ...

The Epigenesis Of Mind

Author: Susan Carey
Publisher: Psychology Press
ISBN: 1317784642
Size: 35.20 MB
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The Child's Material/Immaterial Distinction We have four interrelated questions.
Do young children draw a material/ immaterial distinction? If yes, what is the
essence of this distinction? And finally, do they conceptualize “amount of matter?”
If so, what is its measure? Estes et al. (1989) claimed that preschool children
know that mental entities are immaterial; Piaget (1960) claimed that, until age 8
or so, children consider shadows to be substantial, a claim that was endorsed by
DeVries ...


Author: Eric Margolis
Publisher: MIT Press
ISBN: 9780262631938
Size: 70.88 MB
Format: PDF, ePub
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As can be seen in Table 20.2, only one child in the whole sample had an adult
pattern of judgments. Three groups of entities are reflected in the sorts: (solids,
liquids and powders on the one hand, and echo, shadow, wish and dream on the
other, with all others firmly in between). For children under 12, electricity, heat,
and light are equally or more often judged material than are dissolved sugar,
steam, smoke, and air (Table 20.1). Further, all children under 12 judged some
immaterial ...

The Origin Of Concepts

Author: Susan Carey
Publisher: Oxford University Press
ISBN: 0199887918
Size: 29.55 MB
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When and How Children Draw the Material/Immaterial Distinction The problem
we face is ubiquitous in studies of conceptual development Many properties
children represent will distinguish some material entities from some immaterial
ones. Before we credit the child with a material/immaterial distinction, we must
assess more fully whether there is any concept with enough overlap of extension
and conceptual role with the adult concept matter to credit children with that
theoryladen ...

Cognitive Models Of Science

Author: Ronald N. Giere
Publisher: U of Minnesota Press
ISBN: 9780816619795
Size: 27.93 MB
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While the characterization of the child as believing air to be immaterial is easy
enough to write down, a moment's reflection reveals it to be bizarre. If air is not
material, what is it? Perhaps children consider air to be an immaterial physical
entity, like a shadow or an echo. But several children said outright, "Air is nothing;
air isn't anything." However, "air" is not simply synonymous with "nothing" or "
empty space," for children as young as six know that there is no air on the moon
or in outer ...

Immaterial Architecture

Author: Jonathan Hill
Publisher: Routledge
ISBN: 1134228317
Size: 17.23 MB
Format: PDF
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Schama writes that 'In the moralist's canon, the polluters came in two guises:
internal and external . . . But in some ways it was the threats from within that were
more insidious, precisely for seeming so innocuous.'43 Sarti refers to 'the
tendency to superimpose the concept of “family” on to that of “house”'.44 But the
contemporary meaning of the term 'family' – parents and children – is
comparatively recent, as is its association with the home. Originally 'familia' in
Latin referred to servants ...

Mapping The Mind

Author: Lawrence A. Hirschfeld
Publisher: Cambridge University Press
ISBN: 9780521429931
Size: 57.35 MB
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Four-year-old children treat both objects and nonsolid substances as subject to
the continuity principle: They judge that it is impossible for water to fill a box if the
box is already filled by a steel block of the same dimensions (Carey, 1991).
Moreover, 3- and 4-year-olds distinguish objects from ideas, dreams, and images
on the basis of two properties that are relevant to the distinction between material
and immaterial entities: objective perceptual access and causal interaction with
other ...


Author: Roberto Casati
Publisher: Vintage
ISBN: 0307427676
Size: 64.17 MB
Format: PDF, Mobi
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Children can predict where the shadows will be projected, but they think that their
shadows continue to exist even if they're covered up by the experiment leader's
shadow, or even in the dark (light serves only to reveal a shadow that was
already present in the dark). The transitory nature of shadows is grasped only at
the fourth level, the level that completes the assimilation of childish shadow
concepts to adult concepts. Immaterial Material But not everyone agrees on how
children think ...

Making Minds

Author: Professor Henry M. Wellman
Publisher: Oxford University Press
ISBN: 0199334927
Size: 50.64 MB
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The percentage of U.S. children who consistently judged the mind to be
intangible and invisible in contrast to the brain being tangible and visible was .00,
.25, .62, and .92 for Grades 1, 3, 5, and 9, respectively. Thus, in later childhood,
as children come to differentiate the conscious mind from the unconscious-
functioning brain, they also distinguish the ontological status of the brain and
mind, one as material and one as immaterial. Children's developing ideas about
the brain (along ...

Child Development Birth To Adolescence

Publisher: Indra Publishing house
ISBN: 8189107100
Size: 14.39 MB
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Selecting a “best toy” for the child is not a difficult task. For this parents need to
spend some time in choosing the safest, most colorful, most funny and the most
educational toy for the child. The one that is best, is the one that fascinates the
child most and to which he returns, gaining more stimulation and enjoyment.
Toys may cost a lot, or cost nothing- cost is thus immaterial. Children have
frequently been seen enjoying common kitchen utensils more than any of the
fancy toys bought by ...