Knowledge acquisition in foundational domains.

By Henry Wellman, Susan A. Gelman. 1998

Subfields: Knowledge Graphs & Representation, Cognitive Science & Psychology

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Knowledge Graphs & Representation

In Cognitive Science & Psychology

Citations in the corpus

Unmasking Clever Hans predictors and assessing what machines really learn (2019, background): “A major difference between machine and human learning is that humans (even infants) are equipped with a “start-up” software [62, 63] consisting of a priori representation about objects and physics [64,65] and about other agents [66,67].”
Use of Task-Value Instructional Inductions for Facilitating Engagement and Conceptual Change. (2013, background): “These include developmental milestones that fundamentally alter the way cognition occurs (Wellman & Gelman, 1998), and spontaneous changes that are a result of increasing experience in interactions with objects and others in their environment (Hatano & Inagaki, 2003).”
Explanations and Teleology in Chemistry Education (2007, background): “Research in developmental psychology and common-sense reasoning (Viennot, 2001; Wellman & Gelman, 1998) has shown that young learners tend to be deterministic causal thinkers: they tend to overattribute causality to events and to build explanations in terms of causes and effects.”
The Development of Scientific Thinking Skills in Elementary and Middle School. (2007, background): “…hypothesis under 2 Reviews and collections of work on domain-speciWc concepts can be found in Carey (1985, 2000), Gelman (1996), Gentner and Stevens (1983), Hirschfeld and Gelman (1994), Keil (1989), Pfundt and Duit (1988), Sperber, Premack, and Premack (1995), and Wellman and Gelman (1992, 1998).”
On Cognitive Constraints and Learning Progressions: The case of “structure of matter” (2009, background): “There is a large body of research literature in developmental psychology (Wellman & Gelman, 1998) that suggests young children assume that interactions between objects only occur when they meet in time and space (contact-interactive assumption).”
Meta-analysis of theory-of-mind development: the truth about false belief. (2001, background): “…people in terms of mental states in general, and in terms of beliefs, more specifically, can be argued to be a universal folk psychological stance (e.g., Wellman & Gelman, 1998) or a specific manifestation of a particular Anglo-European individualistic interpersonal stance (e.g., Lillard, 1998).”
Microgenetic Analyses of Learning (2007, background): “…and theory-theory approaches, have been based on the assumption that substantial regularities in thinking are present at particular ages, either across all areas of thinking or within broad domains, such as psychology or biology (Case & Okamoto, 1996; Piaget, 1952; Wellman & Gelman, 1998).”
A Conceptual Guide to Natural History Museum Visitors’ Understanding of Evolution (2009, background): “…framework is rooted in Piagetian traditions, the current framework has its roots in contemporary post-Piagetian theories of domainspecific conceptual change (e.g., Carey, 1985; Wellman & Gelman, 1998) as well as anthropological studies of folk biologies (e.g., Atran, 1990; Medin & Atran, 2004).”
What's in a Term? Paranormal, Superstitious, Magical and Supernatural Beliefs by Any Other Name Would Mean the Same (2012, background): “…and desires), material objects have an independent existence in space; and that intentional acts are committed by animate beings but physical events take place through the transfer of unintentional force or energy (for details, see Carey & Spelke, 1994; Kalish, 1999; Wellman & Gelman, 1998).”
Conceptual Change and Evolutionary Biology: A Developmental Analysis (2008, background): “These biases appear very early in human ontogeny (Wellman & Gelman, 1998).”