Thinking across Cultures

By Donald M. Topping; Doris C. Crowell et al. | Go to book overview

play a role in learning and problem solving, even if not as directly as we once thought. If there are not images that serve as representations, there is at least something like them in which we should be interested. The problems we face are considerable. My plea is that even though we may not encompass them all within a single theory, attention to the developmentalists research makes it obvious that there are multiple issues that must be kept in mind in developing an adequate account of human cognition.


REFERENCES

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Gelman R. ( 1986a). "First principles for structuring acquisition". Newsletter, Division 7, American Psychological Association. Fall.

Gelman R. ( 1986b, November). "More on how principles direct and guide: Emphasis on causality". In R. Gelman (Chair), Constraints on the learning and development of knowledge. Symposium conducted at the meeting of the Psychonomic Society, New Orleans, LA.

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Husaim J. S., & Cohen L. B. ( 1981). "Infant learning of ill-defined categories". Merrill-Palmer Quarterly, 27, 443-456.

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Langer E. J. ( 1985). "Playing the middle against both ends: The usefulness of adult cognitive activity as a model for cognitive activity in childhood and old age". In S. R. Yussen (Ed.) The growth of reflection in children. (pp. 267-290). New York: Academic Press.

Mandler J. M. ( 1986, November). Categorization in one-year-old children. Paper presented at the meeting of Psychonomic Society. New Orleans, LA.

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Nisbett R. E., & Wilson T. D. ( 1977). "Telling more than we can know: Verbal reports on mental processes". Psychological Review. 84, 231-259.

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Sugarmen S. ( 1981). "The cognitive basis for classification in very young children: An analysis of object-ordering trends". Child Development. 52, 1172-1178.

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