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• W1647677713 abstract "New Directions for Child and Adolescent DevelopmentVolume 1997, Issue 75 p. 7-26 Article Young children's psychological, physical, and biological explanations Henry M. Wellman, Henry M. Wellman Henry M. Wellman is professor in the Department of Psychology and research scientist at the Center for Human Growth and Development at the University of Michigan, Ann Arbor.Search for more papers by this authorAnne K. Hickling, Anne K. Hickling Anne K. Hickling is assistant professor of psychology at the University of North Carolina, Greensboro.Search for more papers by this authorCarolyn A. Schult, Carolyn A. Schult Carolyn A. Schult is assistant professor of psychology at Lycoming College, Williamsport, Pennsylvania.Search for more papers by this author Henry M. Wellman, Henry M. Wellman Henry M. Wellman is professor in the Department of Psychology and research scientist at the Center for Human Growth and Development at the University of Michigan, Ann Arbor.Search for more papers by this authorAnne K. Hickling, Anne K. Hickling Anne K. Hickling is assistant professor of psychology at the University of North Carolina, Greensboro.Search for more papers by this authorCarolyn A. Schult, Carolyn A. Schult Carolyn A. Schult is assistant professor of psychology at Lycoming College, Williamsport, Pennsylvania.Search for more papers by this author First published: 10 December 2013 https://doi.org/10.1002/cd.23219977502Citations: 17 AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL References Atran, S. “Causal Constraints on Categories and Categorical Constraints on Biological Reasoning Across Cultures.” In D. Sperber, D. Premack, and A. J. Premack (eds.), Causal Cognition: A Multi-disciplinary Debate. New York: Oxford University Press, 1995. Backscheider, A. G., Shatz, M., and Gelman, S. A. “Preschoolers' Ability to Distinguish Living Kinds as a Function of Regrowth.” Child Development, 1993, 64, 1242– 1257. Baillargeon, R., Kotovsky, L., and Needham, A. “The Acquisition of Physical Knowledge in Infancy.” In D. Sperber, D. Premack, and A. Premack (eds.), Causal Cognition: A Multi-disciplinary Debate. New York: Oxford University Press, 1995. Bartsch, K., and Wellman, H. M. “Young Children's Attribution of Action to Beliefs and Desires.” Child Development, 1989, 60, 946– 964. Bartsch, K., and Wellman, H. M. Children Talk About the Mind. New York: Oxford University Press, 1995. Bullock, M., Gelman, R., and Baillargeon, R. “The Development of Causal Reasoning.” In W. J. Friedman (ed.), The Developmental Psychology of Time. Orlando: Academic Press, 1982. Carey, S. “On the Origin of Causal Understanding.” In D. Sperber, D. Premack, and A. J. Premack (eds.), Causal Cognition: A Multi-disciplinary Debate. New York: Oxford University Press, 1995. Carey, S., and Spelke, E. S. “Domain-Specific Knowledge and Conceptual Change.” In L. A. Hirschfeld and S. A. Gelman (eds.), Mapping the Mind: Domain Specificity in Cognition and Culture. Cambridge, England: Cambridge University Press, 1994. Gelman, R., Spelke, E. S., Meck, E. “What Preschoolers Know About Animate and Inanimate Objects.” In D. Rogers and J. A. Sloboda (eds.), The Acquisition of Symbolic Skills. New York: Plenum, 1983. Gelman, S. A., and Kalish, C. W. “Categories and Causality.” In R. Pasnak and M. L. Howe (eds.), Emerging Themes in Cognitive Development. New York: Springer-Verlag, 1993. Gelman, S. A., and Kremer, K. E. “Understanding Natural Cause: Children's Explanations of How Objects and Their Properties Originate.” Child Development, 1991, 62, 396– 414. Hickling, A. K. “The Emergence of Causal Explanation in Everyday Thought: Evidence from Ordinary Conversation.” Unpublished doctoral dissertation, Department of Psychology, University of Michigan, 1996. Hickling, A. K., and Wellman, H. M. “Everyday Explanation in Very Young Children.” Unpublished manuscript, 1997. Hood, L., & Bloom, L. What, When, and How About Why: A Longitudinal Study of Early Expressions of Causality. Monographs of the Society for Research in Child Development, no. 181. Chicago: University of Chicago Press, 1979. Inagaki, K., and Hatano, G. “Young Children's Recognition of Commonalities Between Animals and Plants.” Child Development, 1996, 67, 2823– 2840. Johnson, C. N., and Wellman, H. M. “Children's Developing Conceptions of the Mind and Brain.” Child Development, 1982, 53, 222– 234. Keil, F. C. “The Origins of an Autonomous Biology.” In M. Gunnar and M. Maratsos (eds.), Minnesota Symposia on Child Psychology, Vol. 25: Modularity and Constraints in Language and Cognition. Hillsdale, N.J.: Erlbaum, 1992. Legerstee, M. “A Review of the Animate-Inanimate Distinction in Infancy.” Early Development and Parenting, 1992, 1, 59– 67. MacWhinney, B., and Snow, C. “The Child Language Data Exchange System.” Journal of Child language, 1985, 12, 271– 296. MacWhinney, B., and Snow, C. “The Child Language Data Exchange System: An Update.” Journal of Child Language, 1990, 17, 457– 472. Piaget, J. Judgment and Reasoning in the Child. London: Paul Trench & Trubner, 1928. Piaget, J. The Child's Conception of the World. New York: Routledge, 1929. Rosengren, K. S., Gelman, S. A., Kalish, C. W., and McCormick, M. “As Time Goes By: Children's Early Understanding of Growth in Animals.” Child Development, 1991, 62, 1302– 1320. Schult, C. A., and Wellman, H. M. “Explaining Human Movements and Actions: Children's Understanding of the Limits of Psychological Explanation.” Cognition, forthcoming. Shultz, T. R., Wells, D., and Sardo, M. “Development of the Ability to Distinguish Intended Actions from Mistakes, Reflexes, and Passive Movements.” British Journal of Social and Clinical Psychology, 1980, 19, 301– 310. Smith, M. C. “Cognizing the Behavior Stream: The Recognition of Intentional Action.” Child Development, 1978, 49, 736– 743. Spelke, E. S. “Initial Knowledge: Six Suggestions.” Cognition, 1994, 50, 431– 455. Spelke, E. S., Phillips, A. T., and Woodward, A. L. “Infants' Knowledge of Object Motion and Human Action.” In A. Premack (ed.), Causal Understanding in Cognition and Culture. Oxford, England: Clarendon Press, 1995. Wellman, H. M., and Banerjee, M. “Mind and Emotion: Children's Understanding of the Emotional Consequences of Beliefs and Desires.” British Journal of Developmental Psychology, 1991, 9, 191– 124. Wellman, H. M., and Estes, D. “Early Understanding of Mental Entities: A Reexamination of Childhood Realism.” Child Development, 1986, 57, 910– 923. Wellman, H. M., and Gelman, S. A. “Cognitive Development: Foundational Theories of Core Domains.” Annual Review of Psychology, 1992, 43, 337– 375. Wellman, H. M., and Gelman, S. A. “Knowledge Acquisition in Foundational Domains.” In W. Damon (ed.), Handbook of Child Psychology ( 5th ed.), Vol. 2 ( D. Kuhn and R. Siegler, eds.): Cognition, Perception and Language. New York: Wiley, forthcoming. Woolley, J. D. “Thinking About Fantasy: Are Children Fundamentally Different Thinkers and Believers from Adults?” Child Development, forthcoming. Citing Literature Volume1997, Issue75Spring 1997Pages 7-26 ReferencesRelatedInformation" @default.
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