How do People Know?

By Deanna Kuhn. 2001

393 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Explanation in Human-AI Systems: A Literature Meta-Review, Synopsis of Key Ideas and Publications, and Bibliography for Explainable AI (2019, background): “…1953; Giffin, Wilkenfeld and Lombrozo, 2017; Gopnik, 2000; Kass and Leake, 1987; Keil, 2006; Keil, Rozenblit, and Mills, 2004; Koehler, 1991; Kuhn, 2001; Leddo, Abelson, and Gross, 1984; Lombrozo, 2006, 2009a, 2011, 2016; Lombrozo and Carey, 2006; Lombrozo and Gwynne, 2014a; Lombrozo,…”
Defining and Evaluating Models of Cognition Used in Educational Measurement to Make Inferences about Examinees' Thinking Processes. (2007, background): “To obtain such detailed diagnostic information, the scoring guides would probably have to include distinctions in epistemological thinking processes (Kuhn, 2001).”
Paving a clear path in a thick forest: a conceptual analysis of a metacognitive component (2009, background): “The definition applied in the present study however, is closest to the definition formulated by Kuhn who studied MSK in an extensive way ( Kuhn 1999, 2000b, 2001a, b; Kuhn et al. 2004).”
Cognitive Foundations of Learning Argumentation (2007, background): “Such control requires an epistemological understanding, which is a metalevel of knowing how one knows ( Kuhn, 2001 ).”
Contribution of Meta‐strategic Knowledge to Scientific Inquiry Learning (2009, methodology): “This explanation is based upon a view that sees development in quite a different way from the classical model (Kuhn, 2000, 2001b; Kuhn et al., 1995; Siegler, 1996; Siegler & Jenkins, 1989).”
The development of argumentive discourse skill (2001, background): “Kuhn (2001) recently showed that individual differences occur in juror decision-making situations, which suggests that gender, although it has not received much attention in juror decision-making research, could be a source of individual differences.”
Infants Determine Others' Focus of Attention by Pragmatics and Exclusion (2006, background): “Indeed, all indications are that interindividual, as well as intraindividual, variability in executive function is the norm in adulthood (Diamond & Kirkham, in press; Kuhn, 2001; Zelazo, Craik, & Booth, 2004).”
Understanding and Promoting Thinking About Knowledge (2016, background): “Beyond early childhood, children also distinguish causal explanation from logical necessities or proofs (Moshman & Tarricone, 2016), and people’s evaluations of causal explanations seem to shift over time from a reliance on causal mechanisms alone toward mechanisms with evidence (Kuhn, 2001).”
Elementary children's judgments of the epistemic status of sources of justification† (2011, background): “The trend is that evidentiary justifications are increasingly preferred by adulthood, but that people’s judgments of the status of claims is sensitive to the context of the judgment and the strength of available evidence (Kuhn, 2001).”