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A theory of causal learning in children: causal maps and Bayes nets.
The authors outline a cognitive and computational account of causal learning in children. They propose that children use specialized cognitive systems that allow them to recover an accurate "causalExpand
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Children's understanding of representational change and its relation to the understanding of false belief and the appearance-reality distinction.
This research concerns the development of children's understanding of representational change and its relation to other cognitive developments. Children were shown deceptive objects, and the trueExpand
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How we know our minds: The illusion of first-person knowledge of
As adults we believe that our knowledge of our own psychological states is substantially different from our knowledge of the psychological states of others: First-person knowledge comes directly fromExpand
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Words, Thoughts, and Theories
The other Socratic method: Socrates's problem Augustine's problem a road map. Part 1 The theory theory: the scientist as child - but surely it can't really be a theory? a cognitive view of science,Expand
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Early acquisition of verbs in Korean: a cross-linguistic study.
This cross-linguistic study investigates children's early lexical development in English and Korean, and compares caregivers' linguistic input in the two languages. In Study 1, the lexicalExpand
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Early reasoning about desires: evidence from 14- and 18-month-olds.
Although there is substantial evidence that 30-month-old children can reason about other people's desires, little is known about the developmental antecedents of this ability. A food-requestExpand
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Knowing How You Know: Young Children's Ability to Identify and Remember the Sources of Their Beliefs.
GOPNIK, ALISON, and GRAF, PETER. Knowing How You Know: Young Children's Ability to Identify and Remember the Sources of Their Beliefs. CHILD DEVELOPMENT, 1988, 59, 1366-1371. Young children'sExpand
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Why the Child's Theory of Mind Really Is a Theory
How do children (and indeed adults) understand the mind? In this paper we contrast two accounts. One is the view that the child's early understanding of mind is an implicit theory analogous toExpand
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The scientist as child
This paper argues that there are powerful similarities between cognitive development in children and scientific theory change. These similarities are best explained by postulating an underlyingExpand
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Reconstructing constructivism: causal models, Bayesian learning mechanisms, and the theory theory.
We propose a new version of the "theory theory" grounded in the computational framework of probabilistic causal models and Bayesian learning. Probabilistic models allow a constructivist but rigorousExpand
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