Theme 1 Project 9
| Project
title |
Development
of Naïve Concepts' and Theories |
|
Researcher |
Dr
Jo Williams (Education & Society,
School of Education) University of Edinburgh |
|
Keywords |
Naïve
theories; domain specific cognition; naïve biology; naïve
physics; theory of mind |
|
Abstract |
Current
work in the field of cognitive development has seen an increasing
number of researchers embracing the notion of domain-specificity
as the key to understanding the organisation and acquisition of children's
knowledge. It is accepted that young children have one domain concerned
with naïve physics which encompasses knowledge of mechanics
and physical matter. Another is concerned with intuitive psychology
which pertains to understanding of the behaviour and actions of others
(Theory of Mind). Contention among researchers arises in relation
to the proposal of a third domain - that of naïve or intuitive
biological knowledge. My research is especially concerned with exploring
whether children have an intuitive domain of biology, how this develops
from early childhood, and how we can promote development through
intervention. I am currently supervising two PhD students in this
area (Lynne Pender and Lesley Smith) and a number of undergraduate
psychology final year projects. |
|
Publications |
Williams,
J.M. & Affleck, G. (1999). The effects of an age appropriate
intervention on young children's understanding of inheritance. Educational
Psychology. 19 (3), 259-275
Williams, J.M. & Tolmie, A. (2000). Conceptual change in biology:
Group interaction and the understanding of inheritance. British Journal
of Developmental Psychology. In Press
Williams, J.M., Pender, L.M. & Wallace, I. (2000). Children's concepts
of illness: an intervention study to improve knowledge. British Journal
of Health Psychology. Under Review. |
| Start
/end date |
Ongoing |
|
Funder
/amount |
External
funding is being sought |
|
|
