Function and the Origins of the Design Stance

By Tim P. German, Susan C. Johnson. 2002

107 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/b849bf1b7faa965d17f612456c7057f10425e39e

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In Developmental and Educational Psychology

In Social Psychology

Citations in the corpus

Explanation and understanding (2015, background): “These questions are some of the most actively investigated in the field today (German & Johnson 2002, Keil et al. 2005, Kelemen 1999, Lombrozo & Carey 2005).”
The neural bases of complex tool use in humans. (2004, background): “understanding of objects’ functions [ 62 ] that could provide important clues to the nature of underlying neurocognitive mechanisms.”
Resolving the debate on innate ideas: Learnability constraints and the evolved interpenetration of motivational and conceptual functions (2005, background): “…Leslie, 1987), coalitions (Kurzban et al., 2001; Price et al., 2002), social interactions (Cosmides & Tooby, 1989, 1992, 2005), kinship (Lieberman et al., 2003, in press, under review), artifacts (Boyer, 2001; German & Barrett, in press; German & Johnson, 2002), and many other classes of entities.”
Functional explanation and the function of explanation. (2006, unknown): “German & Johnson, 2002; Kelemen & Carey, in press; Matan & Carey, 2001).”
Intuitions About Origins: Purpose and Intelligent Design in Children's Reasoning About Nature (2005, result): “…Kemler Nelson, Herron, & Morris, 2002), with recent results suggesting an even earlier sensitivity (Diesendruck, Markson, & Bloom, 2003; DiYanni & Kelemen, 2003; but for later estimates see Defeyter & German, 2003; German & Johnson, 2002; Matan & Carey, 2000; see Kelemen & Carey, 2003, for review).”
What Makes Human Cognition Unique? From Individual to Shared to Collective Intentionality (2003, background): “…at the moment by specific people, and that their understanding of what objects are 'for' in the culture more generally—that is, their ability to take the so-called design stance—develops gradually over the preschool years (Bloom and Markson, 1998; Matan and Carey, 2001; German and Johnson, 2002).”