Methodological and Epistemological Issues in the Interpretation of Infant Cognitive Development

Autor/inn/en	Muller, Ulrich; Giesbrecht, Gerald
Titel	Methodological and Epistemological Issues in the Interpretation of Infant Cognitive Development
Quelle	In: Child Development, 79 (2008) 6, S.1654-1658 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/j.1467-8624.2008.01216.x
Schlagwörter	Stellungnahme; Infants; Epistemology; Cognitive Development; Child Development; Schemata (Cognition); Research Methodology + Suchen Sie Ihr Suchwort? Infant; Toddler; Toddlers; Kleinkind; Erkenntnistheorie; Kognitive Entwicklung; Kindesentwicklung; Cognition; Schema; Kognition; Research method; Forschungsmethode
Abstract	This commentary on J. Kagan (2008) addresses 2 issues. The first concerns the importance of studying developmental sequences and processes of change. The second concerns epistemological differences between contemporary neonativist approaches and classical theories of development. The commentary argues that classical theories of infant cognition and contemporary neonativist theories fundamentally differ in terms of how they conceptualize the workings of the mind. These differences affect the meaning of terms such as representation and reasoning. Also discussed are implications of epistemological differences for developmental explanations. The commentary concludes that epistemological differences must be articulated more fully in order to improve understanding of different theories and in order to evaluate the relative merits and shortcomings of those theories. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10