Global ETD Search

31	Young children's artifact conceptualization: a child centered approach Unknown Date (has links) One of the most fundamental functions of human cognition is to parse an otherwise chaotic world into different kinds of things. The ability to learn what objects are and how to respond to them appropriately is essential for daily living. The literature has presented contrasting evidence about the role of perpetual features such as artifact appearance versus causal or inductive reasoning in chldren's category distinctions (e.g., function). The present project used a child-initiated inquiry paradigm to investigate how children conceptualize artifacts, specifically how they prioritize different types of information that typify not only novel but also familiar objects. Results underscore a hybrid model in which perceptual features and deeper properties act synergistically to inform children's artifact conceptualization. Function, however, appears to be the driving force of this relationship. / by Patricia P. Schultz. / Thesis (M.A.)--Florida Atlantic University, 2011. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2011. Mode of access: World Wide Web. Cognition in children Child development Reasoning in children Reasoning (Psychology)
32	Peer interaction, cognition and argumentative writing (Key Stage 2 children). Gélat, Mona. January 2001 (has links) Thesis (EdD)--Open University.
33	Young children's reasoning about the nature of aggression / Giles, Jessica Wollam. January 2004 (has links) Thesis (Ph. D.)--University of California, San Diego, and San Diego State University, 2004. / Vita. Includes bibliographical references.
34	Development of advanced social reasoning : contribution of theory of mind and language to irony understanding / Filippova, Eva, January 2005 (has links) Thesis (Ph. D.)--University of Toronto, 2005. / Includes bibliographical references (leaves 148-156).
35	Young children's evaluation of sources an investigation of social context effects / Gee, Caroline Lee-win. January 2009 (has links) Thesis (Ph. D.)--University of California, San Diego, 2009. / Title from first page of PDF file (viewed March 13, 2009). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references.
36	Development of theory of mind from ages four to eight / Smith, Rachelle, January 2009 (has links) Thesis (Ph.D.) in Psychology--University of Maine, 2009. / Includes vita. Includes bibliographical references (leaves 97-102).
37	The role of children's collaboration in developing scientific reasoning skills : a Vygotskian perspective / Yoon, Cho-Hee, January 1999 (has links) Thesis (Ph. D.)--University of Washington, 1999. / Vita. Includes bibliographical references (leaves 146-161).
38	Round objects may roll away form-function correspondences in children's inference / McCarrell, Nancy S. January 1900 (has links) Thesis (Ph. D.)--University of California, Santa Cruz, 1993. / Typescript. Includes bibliographical references (leaves 75-80).
39	Developing middle school students' understanding of recursive and explicit reasoning Lannin, John K. Langrall, Cynthia Willey. January 2001 (has links) Thesis (Ph. D.)--Illinois State University, 2001. / Title from title page screen, viewed April 25, 2006. Dissertation Committee: Cynthia W. Langrall (Chair), Graham A. Jones, Tami S. Martin, Patricia H. Klass. Includes bibliographical references (leaves 138-146) and abstract. Also available in print.
40	Development of Theory of Mind from Ages Four to Eight Smith, Rachelle January 2009 (has links) (PDF) No description available. Knowledge, Theory of, in children Philosophy of mind in children Reasoning in children

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