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Children Talk About the Mind by Karen Bartsch (English) Hardcover Book

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Item specifics

Condition
Brand New: A new, unread, unused book in perfect condition with no missing or damaged pages. See the ...
ISBN-13
9780195080056
Book Title
Children Talk About the Mind
ISBN
9780195080056
Subject Area
Philosophy, Psychology
Publication Name
Children Talk about the Mind
Publisher
Oxford University Press, Incorporated
Item Length
9.5 in
Subject
Epistemology, Psychotherapy / Child & Adolescent
Publication Year
1995
Type
Textbook
Format
Hardcover
Language
English
Item Height
1 in
Author
Karen Bartsch, Henry M. Wellman
Item Weight
18.3 Oz
Item Width
6.5 in
Number of Pages
248 Pages

About this product

Product Identifiers

Publisher
Oxford University Press, Incorporated
ISBN-10
019508005X
ISBN-13
9780195080056
eBay Product ID (ePID)
22038259297

Product Key Features

Number of Pages
248 Pages
Publication Name
Children Talk about the Mind
Language
English
Subject
Epistemology, Psychotherapy / Child & Adolescent
Publication Year
1995
Type
Textbook
Subject Area
Philosophy, Psychology
Author
Karen Bartsch, Henry M. Wellman
Format
Hardcover

Dimensions

Item Height
1 in
Item Weight
18.3 Oz
Item Length
9.5 in
Item Width
6.5 in

Additional Product Features

Intended Audience
College Audience
LCCN
94-008235
Dewey Edition
20
Reviews
"This is an excellent--probably the most important--publication in the field this year. The research and issues it addresses are important, the analysis of data is very careful and detailed, the evidence is different from most of what we have used in this field, and most of the conclusions are well supported by the authors' data and are quite persuasive." --John Flavell, Stanford University"The contents of the young child's mind have been the subject of speculation and inquiry for a long time. Here, however, in this remarkable book, children as young as two years old are telling us--in their own words--what they have in mind, and what they believe other persons have in mind as well. Karen Bartsch and Henry Wellman have already made a major contribution to understanding how young children come to think about the mind. Now they have listened to what young people say about what they think and what they know, and the result is a wealth of insights into children's beliefs and desires about themselves, other persons, and the world. It is an important achievement that cannot help but influence research and theory in developmental psychology and educational practice for years to come. --Lois Bloom, Teachers College, Columbia University"Bartsch and Wellman ask when and how children come to understand people as "mentalistic," i.e. people who think, know, want, wish, fear, hope, intend. . .Of interest to developmentalists, linguists, philosophers." --Choice, "This is an excellent--probably the most important--publication in the field this year. The research and issues it addresses are important, the analysis of data is very careful and detailed, the evidence is different from most of what we have used in this field, and most of the conclusions are well supported by the authors' data and are quite persuasive." --John Flavell, Stanford University"The contents of the young child's mind have been the subject of speculation and inquiry for a long time. Here, however, in this remarkable book, children as young as two years old are telling us--in their own words--what they have in mind, and what they believe other persons have in mind as well. Karen Bartsch and Henry Wellman have already made a major contribution to understanding how young children come to think about the mind. Now they have listened towhat young people say about what they think and what they know, and the result is a wealth of insights into children's beliefs and desires about themselves, other persons, and the world. It is animportant achievement that cannot help but influence research and theory in developmental psychology and educational practice for years to come. --Lois Bloom, Teachers College, Columbia University"Bartsch and Wellman ask when and how children come to understand people as "mentalistic," i.e. people who think, know, want, wish, fear, hope, intend. . .Of interest to developmentalists, linguists, philosophers." --Choice"This is an excellent--probably the most important--publication in the field this year. The research and issues it addresses are important, the analysis of data is very careful and detailed, the evidence is different from most of what we have used in this field, and most of the conclusions are well supported by the authors' data and are quite persuasive." --John Flavell, Stanford University"The contents of the young child's mind have been the subject of speculation and inquiry for a long time. Here, however, in this remarkable book, children as young as two years old are telling us--in their own words--what they have in mind, and what they believe other persons have in mind as well. Karen Bartsch and Henry Wellman have already made a major contribution to understanding how young children come to think about the mind. Now they have listened towhat young people say about what they think and what they know, and the result is a wealth of insights into children's beliefs and desires about themselves, other persons, and the world. It is animportant achievement that cannot help but influence research and theory in developmental psychology and educational practice for years to come. --Lois Bloom, Teachers College, Columbia University"Bartsch and Wellman ask when and how children come to understand people as "mentalistic," i.e. people who think, know, want, wish, fear, hope, intend. . .Of interest to developmentalists, linguists, philosophers." --Choice, "This is an excellent--probably the most important--publication in the field this year. The research and issues it addresses are important, the analysis of data is very careful and detailed, the evidence is different from most of what we have used in this field, and most of the conclusions are well supported by the authors' data and are quite persuasive." --John Flavell, Stanford University "The contents of the young child's mind have been the subject of speculation and inquiry for a long time. Here, however, in this remarkable book, children as young as two years old are telling us--in their own words--what they have in mind, and what they believe other persons have in mind as well. Karen Bartsch and Henry Wellman have already made a major contribution to understanding how young children come to think about the mind. Now they have listened to what young people say about what they think and what they know, and the result is a wealth of insights into children's beliefs and desires about themselves, other persons, and the world. It is an important achievement that cannot help but influence research and theory in developmental psychology and educational practice for years to come. --Lois Bloom, Teachers College, Columbia University "Bartsch and Wellman ask when and how children come to understand people as "mentalistic," i.e. people who think, know, want, wish, fear, hope, intend. . .Of interest to developmentalists, linguists, philosophers." -- Choice, The contents of the young child's mind have been the subject of speculation and inquiry for a long time. Here, however, in this remarkable book, children as young as two years old are telling us--in their own words--what they have in mind, and what they believe other persons have in mind aswell. Karen Bartsch and Henry Wellman have already made a major contribution to understanding how young children come to think about the mind. Now they have listened to what young people say about what they think and what they know, and the result is a wealth of insights into children's beliefsand desires about themselves, other persons, and the world. It is an important achievement that cannot help but influence research and theory in developmental psychology and educational practice for years to come. --Lois Bloom, Teachers College, Columbia University|9780195080056|, The contents of the young child's mind have been the subject ofspeculation and inquiry for a long time. Here, however, in this remarkablebook, children as young as two years old are telling us--in their ownwords--what they have in mind, and what they believe other persons have in mindas well. Karen Bartsch and Henry Wellman have already made a major contributionto understanding how young children come to think about the mind. Now they havelistened to what young people say about what they think and what they know, andthe result is a wealth of insights into children's beliefs and desires aboutthemselves, other persons, and the world. It is an important achievement thatcannot help but influence research and theory in developmental psychology andeducational practice for years to come. --Lois Bloom, Teachers College, ColumbiaUniversity|9780195080056|, "This is an excellent--probably the most important--publication in the field this year. The research and issues it addresses are important, the analysis of data is very careful and detailed, the evidence is different from most of what we have used in this field, and most of the conclusions are well supported by the authors' data and are quite persuasive." --John Flavell,Stanford University "The contents of the young child's mind have been the subject of speculation and inquiry for a long time. Here, however, in this remarkable book, children as young as two years old are telling us--in their own words--what they have in mind, and what they believe other persons have in mind as well. Karen Bartsch and Henry Wellman have already made a major contribution to understanding how young children come to think about the mind. Now they have listened to what young people say about what they think and what they know, and the result is a wealth of insights into children's beliefs and desires about themselves, other persons, and the world. It is an important achievement that cannot help but influence research and theory in developmental psychology and educational practice for years to come. --Lois Bloom,Teachers College, Columbia University "Bartsch and Wellman ask when and how children come to understand people as "mentalistic," i.e. people who think, know, want, wish, fear, hope, intend. . .Of interest to developmentalists, linguists, philosophers." --Choice, "This is an excellent--probably the most important--publication in the field this year. The research and issues it addresses are important, the analysis of data is very careful and detailed, the evidence is different from most of what we have used in this field, and most of the conclusionsare well supported by the authors' data and are quite persuasive." --John Flavell, Stanford University, "This is an excellent--probably the most important--publication in the field this year. The research and issues it addresses are important, the analysis of data is very careful and detailed, the evidence is different from most of what we have used in this field, and most of the conclusions are well supported by the authors' data and are quite persuasive." --John Flavell, Stanford University "The contents of the young child's mind have been the subject of speculation and inquiry for a long time. Here, however, in this remarkable book, children as young as two years old are telling us--in their own words--what they have in mind, and what they believe other persons have in mind as well. Karen Bartsch and Henry Wellman have already made a major contribution to understanding how young children come to think about the mind. Now they have listened to what young people say about what they think and what they know, and the result is a wealth of insights into children's beliefs and desires about themselves, other persons, and the world. It is an important achievement that cannot help but influence research and theory in developmental psychology and educational practice for years to come. --Lois Bloom, Teachers College, Columbia University "Bartsch and Wellman ask when and how children come to understand people as "mentalistic," i.e. people who think, know, want, wish, fear, hope, intend. . .Of interest to developmentalists, linguists, philosophers." --Choice, "Bartsch and Wellman ask when and how children come to understand peopleas "mentalistic," i.e. people who think, know, want, wish, fear, hope, intend. ..Of interest to developmentalists, linguists, philosophers." --Choice", "Bartsch and Wellman ask when and how children come to understand people as "mentalistic," i.e. people who think, know, want, wish, fear, hope, intend. . .Of interest to developmentalists, linguists, philosophers." --Choice, "This is an excellent--probably the most important--publication in thefield this year. The research and issues it addresses are important, theanalysis of data is very careful and detailed, the evidence is different frommost of what we have used in this field, and most of the conclusions are wellsupported by the authors' data and are quite persuasive." --John Flavell,Stanford University
Illustrated
Yes
Dewey Decimal
150/.83
Table Of Content
1. Children, Mind, and Language: An Introduction2. Language and Mind: Methods3. Talk About Thoughts and Beliefs4. Talk About Desires5. Desires and Beliefs6. Explanations and Arguments7. Individual Differences8. Children's Developing Theory of Mind9. Alternatives and Controversies10. Ordinary Talk about Persons and Minds: Questions and ConclusionsReferencesIndex
Synopsis
What, exactly, do children understand about the mind? And when does that understanding first emerge? In this groundbreaking book, Karen Bartsch and Henry Wellman answer these questions and much more by taking a probing look at what children themselves have to tell us about their evolving conceptions of people and their mental lives. By examining more than 200,000 everyday conversations (sampled from ten children between the ages of two and five years), the authors advance a comprehensive "naive theory of mind" that incorporates both early desire and belief-desire theories to trace childhood development through its several stages. Throughout, the book offers a splendidly written account of extensive original findings and critical new insights that will be eagerly read by students and researchers in developmental psychology, cognitive psychology, philosophy, and psycholinguistics., The authors chart the early developmental stages in children's growing awareness and understanding of mind. More than 12,000 conversations by children between the ages of one and a half and six have been recorded, allowing a comprehensive picture of the first and crucial steps in development of a theory of mind., What, exactly, do children understand about the mind? And when does that understanding first emerge? In this groundbreaking book, the authors answer these questions and much more by taking a probing look at what children themselves have to tell us.
LC Classification Number
BF723.C5B27 1995

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