Journal
ANNUAL REVIEW OF PSYCHOLOGY
Volume 60, Issue -, Pages 115-140Publisher
ANNUAL REVIEWS
DOI: 10.1146/annurev.psych.59.103006.093659
Keywords
language; developmental psychology; parental input
Categories
Funding
- NICHD [HD36043]
- James McKeen Cattell Fellowship
- EUNICE KENNEDY SHRIVER NATIONAL INSTITUTE OF CHILD HEALTH & HUMAN DEVELOPMENT [R01HD036043] Funding Source: NIH RePORTER
- EUNICE KENNEDY SHRIVER NATIONAL INSTITUTE OF CHILD HEALTH &HUMAN DEVELOPMENT [R56HD036043] Funding Source: NIH RePORTER
Ask authors/readers for more resources
Much of children's knowledge is derived not from their direct experiences with the environment but rather from the input of others. However, until recently, the focus in studies of concept development was primarily on children's knowledge, with relatively little attention paid to the nature of the input. The past 10 years have seen an important shift in focus. This article reviews this approach, by examining the nature of the input and the nature of the learner, to shed light on early conceptual learning. These findings argue against the simple notion that conceptual development is either supplied by the environment or innately specified, and instead demonstrate how the two work together. The implications for how children reconcile competing belief systems are also discussed.
Authors
I am an author on this paper
Click your name to claim this paper and add it to your profile.
Reviews
Recommended
No Data Available