Mapping the Mind: Domain Specificity in Cognition and CultureLawrence A. Hirschfeld, Susan A. Gelman Cambridge University Press, 29 de abr. de 1994 - 516 páginas What is the nature of human thought? A long dominant view holds that the mind is a general problem-solving device that approaches all questions in much the same way. Chomsky's theory of language, which revolutionized linguistics, challenged this claim, contending that children are primed to acquire some skills, such as language, in a manner largely independent of their ability to solve other sorts of apparently similar mental problems. In recent years, researchers in anthropology, psychology, linguistics and neuroscience have examined whether other mental skills are similarly independent. Many have concluded that much of human thought is "domain-specific." Thus, the mind is better viewed as a collection of cognitive abilities specialized to handle specific tasks than as a general problem solver. Mapping the Mind introduces a general audience to a domain-specificity perspective, by compiling a collection of essays exploring how several of these cognitive abilities are organized. This volume is appropriate as a reader for advanced undergraduate and graduate courses in cultural psychology, psychological anthropology, developmental and cognitive psychology. |
Conteúdo
Toward a topography of mind An introduction to domain specificity | 3 |
The origins of domain knowledge Biology and evolution | 37 |
The modularity of thought and the epidemiology of representations | 39 |
The organization of lexical knowledge in the brain Evidence from category and modalityspecific deficits | 68 |
Origins of domain specificity The evolution of functional organization | 85 |
The origins of domain knowledge Conceptual approaches | 117 |
ToMM ToBy and Agency Core architecture and domain specificity | 119 |
Moral belief Form versus content | 149 |
Core domains versus scientific theories Evidence from systematics and ItzaMaya folkbiology | 316 |
Essentialist beliefs in children The acquisition of concepts and theories | 341 |
Domains across cultures and languages | 367 |
First principles can support both universal and culturespecific learning about number and music | 369 |
Cognitive constraints on cultural representations Natural ontologies and religious ideas | 391 |
Universal and culturespecific properties of childrens mental models of the earth | 412 |
Cognitive domains and the structure of the lexicon The case of emotions | 431 |
Implications for education | 453 |
Domainspecific knowledge and conceptual change | 169 |
Is the acquisition of social categories based on domainspecific competence or on knowledge transfer? | 201 |
The birth and nurturance of concepts by domains The origins of concepts of living things | 234 |
Are domains theories? | 255 |
The theory theory | 257 |
Thinking by children and scientists False analogies and neglected similarities | 294 |
Teachers models of childrens minds and learning | 455 |
Situated rationalism Biological and social preparation for learning | 474 |
495 | |
505 | |
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Mapping the Mind: Domain Specificity in Cognition and Culture Lawrence A. Hirschfeld,Susan A. Gelman Prévia não disponível - 1994 |
Termos e frases comuns
acquisition adaptive adults Agents animals argued assumptions Atran attribute behavior beliefs biological Carey category-specific causal Child Development cognitive architecture cognitive development Cognitive Psychology Cognitive Science concepts conceptual change constraints Cosmides cultural developmental Developmental Psychology distinct domain domain-general domain-specific earth entities epigenesis Erlbaum essentialist evidence evolutionary Evolutionary psychology example experience explanation function Gallistel Gelman Gopnik Hillsdale human hypothesis image schemas infants inferences innate input intensive quantity intentional objects interpretation intuitive Keil knowledge language learning Leslie living kinds living things mechanisms mental models modular module naive natural notion ontological organization patterns perception physical predictions preschoolers principles problems processes properties psychology racial reasoning relations relevant representations scientific scientists semantic similar situated cognition social specific Spelke Sperber structure suggests task taxonomic teachers theoretical theory of mind theory theory thinking thought tion Tooby underlying understanding visual Wellman young children