Young children's naive thinking about the biological world
By 稲垣 佳世子, 誼余夫 波多野. 2002
327 citations recorded by the source corpus.
View Paper: https://www.semanticscholar.org/paper/04785456be01469164d9be21644ff7db4e9d407d
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
- Cristine H. Legare
- Peter H. Kahn Jr.
- G. F. Melson
- Batya Friedman
- Alan M. Beck
- Jonathan D. Lane
- E. M. Evans
- A. Sora
Citations in the corpus
- Learning About Real Animals From Anthropomorphic Media (2016, background): “Finally, researchers have suggested that personification of animals helps children to analogically extend knowledge about their own behavior and biological functioning to less familiar animals, making anthropomorphism potentially beneficial for biological reasoning (Inagaki & Hatano, 1987, 2002).”
- A Conceptual Guide to Natural History Museum Visitors’ Understanding of Evolution (2009, background): “…have been identified that are hypothesized to underlie human reasoning about the biological world, including an everyday or intuitive biology and an intuitive psychology (e.g., Atran, 1990; Carey, 1985; Gelman, 2003; Inagaki & Hatano, 2002; Keil, 1994; Medin & Atran, 2004; Wellman & Gelman, 1998).”
- Concepts and categories: Memory, meaning, and metaphysics (2012, unknown): “(see, e.g., Au & Romo, 1996, 1999; Carey, 1991; Coley, 1995; Gelman, 2003; Hatano & Inagaki, 1996 Inagaki, 1997; Inagaki & Hatano, 1993, 1996, 2002; Johnson & Carey, 1998; Keil, 1995; Keil, Levin, Richman, & Rips, L. J., Smith, E. E., & Medin, D. L. (2012).”
- A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (2012, unknown): “Framework Standards Instruction Curricula Assessments Teacher development”
- Anthropomorphizing Science: How Does It Affect the Development of Evolutionary Concepts? (2013, background): “We propose that a central explanatory framework for a naïve biology (Carey, 1985; Erickson, Keil, & Lockhart, 2010; Inagaki & Hatano, 2002; Medin & Atran, 2004) is the need for survival.”
- Reconstructing constructivism: Causal models, Bayesian learning mechanisms and the theory theory (2012, unknown): “Throughout early childhood and well into the schoolage period, they construct and change intuitive theories of the biological world (Carey, 1985; Gelman, 2003; Inagaki & Hatano, 2002).”
- Explanation and understanding (2015, background): “One may intentionalize agents within living things, whereas another might use a notion of fluid energy (Inagaki & Hatano 2002, 2004).”