Category Archives: Children

Argument structure and the child’s contribution to language learning

One of the oldest questions in cognitive science asks whether children are able to learn the language (or anything) because they are equipped with a very powerful general-purpose learning mechanism or because they are equipped with a domain-specific constrained language … Continue reading

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Children’s reasoning about other’s intentions

We report four experiments on children’s reasoning about intentions using a new change of-intentions task, in which an observer witnesses an actor carrying out an action, e.g., Mary hears her brother Tom say he wants to switch on the TV to watch … Continue reading

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Children’s Application of Theory of Mind in Reasoning and Language

Many social situations require a mental model of the knowledge, beliefs, goals, and intentions of others: a Theory of Mind (ToM). If a person can reason about other people’s beliefs about his own beliefs or intentions, he is demonstrating second-order ToM reasoning. A … Continue reading

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Young Children Enforce Social Norms

Social norms have played a key role in the evolution of human cooperation, serving to stabilize prosocial and egalitarian behavior despite the self-serving motives of individuals. Young children’s behavior mostly conforms to social norms, as they follow adult behavioral directives … Continue reading

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Dialogic Practice in Primary Schools: to embed Philosophy for Children

The Philosophy for Children in Schools Project is an ongoing research project to explore the impact of philosophy for children (P4C) on classroom practice. this paper responds to the responses of headteachers, teachers and local educational authority (LA) officers in … Continue reading

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Children’s Explanations as a Window Into Their Intuitive Theories of the Social World

Social categorization is an early emerging and robust component of social cognition, yet the role that social categories play in children’s understanding of the social world has remained unclear. The present studies examined children’s explanations of social behavior to provide … Continue reading

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The State’s Duty to Ensure Children are Loved

Do children have a right to be loved? An affirmative answer faces two immediate challenges: (i) a child’s basic needs can be met without love, therefore a defense of such a right cannot appeal to the role of love in … Continue reading

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The right of children to be loved

A number of international organizations have claimed that children have a right to be loved, but there is a worry that this claim may just be empty rhetoric. In this paper, I seek to show that there could be such … Continue reading

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The development of children’s social understanding within social interaction

Theories of children’s developing understanding of mind tend to emphasize either individualistic processes of theory formation, maturation, or introspection, or the process of enculturation. However, such theories must be able to account for the accumulating evidence of the role of … Continue reading

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Mothers’ personality traits and the climate for creativity they build with their children

Parents’ attitudes, behaviors, and traits are significant predictors of their children’s creative ability. Not much is known, however, about intentional actions taken by parents to develop and support children’s creativity. Based on a literature review and a pilot study (Kwaśniewska … Continue reading

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