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Rachel B. Thibodeau, Melissa M. Brown, Alexandra F. Nancarrow, Karrie E. Elpers and Ansley Tullos Gilpin

, there are many parallels that can be drawn between religious beliefs and fantastical activities (Clark, 1995). Both rely on conceptual development, such as mentalism, invisibility, and an understanding of the fantasy versus reality distinction (Woolley, 1997; Woolley & Phelps, 2001). For example

Luca Surian, Candida Peterson, Michael Siegal and Carol Nemeroff

Lies, Mistakes, and Blessings: DeŽ ning and Characteristic Features in Conceptual Development ¤ M ICHAEL S IEGAL ¤¤ , L UCA S URIAN ¤¤¤ , C AROL J. N EMEROFF ¤¤¤¤ and C ANDIDA C. P ETERSON ¤¤¤¤¤ ABSTRACT In this study, we examined the extent to which young children can be in uenced by the

Florencia K. Anggoro


The present study examined whether English and Indonesian naming practices are predictive of children’s and adults’ conceptions of animal, specifically, the hierarchical relationships between human, mammal and animal. At age 6, English speakers were almost two times more likely than Indonesian speakers to agree that mammals are animals. At age 9, English speakers were three times more likely than Indonesian speakers to agree that humans are mammals. As adults, Indonesian (but not English) speakers continued to deny that humans are animals. That is, the Indonesian naming practice that leads speakers to deny that humans are animals appears related to a delay in Indonesian-speaking children’s acceptance that mammals are animals and humans are mammals. We conclude that this delay may stem from a conflict between categorical knowledge and well-established naming practices.

Christine K. Shenouda and Judith H. Danovitch


Three experiments explore how American (n=102) and Egyptian (n=73) preschoolers’ inferences about expertise are affected by an expert’s gender and occupation. Children viewed a nurse and a car mechanic in a gender stereotypical (female nurse, male mechanic) or counterstereotypical (female mechanic, male nurse) presentation and indicated who would know more about profession-related information and gender-stereotypical activities. American children inferred expert knowledge primarily based on the expert’s profession, regardless of gender. Egyptian children also made correct attributions about professional expertise, but they were more likely to be influenced by an expert’s gender than their American counterparts. Additionally, both American and Egyptian children were less likely to attribute stereotypical male knowledge to a male in a counterstereotypical profession. These results suggest that culturally mediated stereotypes affect preschool children’s social cognitive judgments. Implications for the development of gender stereotypes are discussed.

Douglas J. Futuyma

: roles of behavior, physiology and adaptation . Phil. Trans. R. Soc. B 367 : 1665 – 1679 . Hull DL . 1988 . Science as a Process: An Evolutionary Account of the Social and Conceptual Development of Science . Chicago : University of Chicago Press . Hutchinson, GE. 1957. Concluding remarks

Giorgio Cesarale

to concrete. This review-article discusses Fineschi’s thesis, according to which Marx’s ‘materialistic overturning’ of Hegel involves two aspects: the narrowing of the scope of the conceptual development, and the idea that the beginning of Capital is to be understood as being both logical and

Sandrine Zufferey, Willem M. Mak and Ted J.M. Sanders

Relevance . Oxford: Blackwell. Bowerman, Melissa and Stephen Levinson (eds.). 2001. Language Acquisition and Conceptual Development . Cambridge: Cambridge University Press. Breheny, Richard, Heather Ferguson and Napoleon Katsos. 2013. Investigating the timecourse of accessing conversational


Lautaro Roig Lanzillotta

cannot be taken as simple reactions, we now know that essential conceptual developments in both Christian and pagan worldviews were due to their innovative contributions. 5 In this chapter, I would like to exemplify this by delving into Valentinian protology. The analysis of Ptolemy’s Great Notice and