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Recent research shows that pre-school children are skilled classifiers, using categories to organize information and extend knowledge. Focusing on the role of maternal input, this monograph provides one of the first detailed examinations of how mothers convey information about category structure to their children.

Essentialism is the idea that certain categories, such as "dog," "man," or "intelligence," have an underlying reality or true nature that gives objects their identity. Where does this idea come from? In this book, Susan Gelman argues that essentialism is an early cognitive bias. Young children's concepts reflect a deep commitment to essentialism, and this commitment leads children to look beyond the obvious in many converging ways: when learning words, generalizing knowledge to new category members, reasoning about the insides of things, contemplating the role of nature versus nurture, and...

From the time of birth through the early school years, young children rapidly acquire two complex cognitive systems: They organize their experiences into concepts and categories, and they acquire their first language. How do children accomplish these critical tasks? How do conceptual systems influence the structure of the language we speak? How do linguistic patterns influence how we view reality? These questions have captured the interest of such theorists as Piaget, Vygotsky, Chomsky and Whorf but until recently very little has been known about the relation between language and thought...

Essentialism is the idea that certain categories, such as "dog," "man," or "intelligence," have an underlying reality or true nature that gives objects their identity. Where does this idea come from? In this book, Susan Gelman argues that essentialism is an early cognitive bias. Young children's concepts reflect a deep commitment to essentialism, and this commitment leads children to look beyond the obvious in many converging ways: when learning words, generalizing knowledge to new category members, reasoning about the insides of things, contemplating the role of nature versus nurture, and...

From the time of birth through the early school years, young children rapidly acquire two complex cognitive systems: They organize their experiences into concepts and categories, and they acquire their first language. How do children accomplish these critical tasks? How do conceptual systems influence the structure of the language we speak? How do linguistic patterns influence how we view reality? These questions have captured the interest of such theorists as Piaget, Vygotsky, Chomsky and Whorf but until recently very little has been known about the relation between language and thought...

Reflecting the focus of a Jean Piaget Symposium entitled Biology and Knowledge: Structural Constraints on Development, this volume presents many of the emergent themes discussed. Among these themes are: Structural constraints on cognitive development and learning come in many shapes and forms and involve appeal to more than one level of analysis. To postulate innate knowledge is not to deny that humans can acquire new concepts. It is unlikely that there is only one learning mechanism, even if one prefers to work with general as opposed to domain-specific mechanisms. The problems of induction...

This book examines a key issue in current cognitive theories - the nature of representation. Each chapter is characterized by attempts to frame hot topics in cognitive development within the landscape of current developmental theorizing and the past legacy of genetic epistemology. The chapters address four questions that are fundamental to any developmental line of inquiry:

• How should we represent the workings and contents of the mind?
• How does the child construct mental models during the course of development?
• What are the origins of these models? and
...

Reflecting the focus of a Jean Piaget Symposium entitled Biology and Knowledge: Structural Constraints on Development, this volume presents many of the emergent themes discussed.

Among these themes are:

• Structural constraints on cognitive development and learning come in many shapes and forms and involve appeal to more than one level of analysis.
• To postulate innate knowledge is not to deny that humans can acquire new concepts.
• It is unlikely that there is only one learning mechanism, even if one prefers to work with general as opposed to...

This work examines a key issue in current cognitive theories - the nature of representation. Each chapter is characterized by attempts to frame topics in cognitive development within the landscape of current developmental theorizing and the past legacy of genetic epistemology. The chapters address four questions that are fundamental to any developmental line of inquiry: how should we represent the workings and contents of the mind? How does the child construct mental models during the course of development? What are the origins of these models? And what accounts for the novelties that are the...

This monograph provides the first in-depth look at how
mothers and young children talk about gender, to discover
the potential role of language in fostering gender stereotypes.
Mothers and their sons/daughters, who were 2-?,
4-?, or 6-? years of age, were videotaped discussing a
picture book that focused on gender. A consistent contrast
was found between mothers' explicit endorsement
of gender stereotypes and implicit emphasis on gender.
Although mothers rarely expressed gender stereotypes
directly, they emphasized gender concepts...