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On Understanding the Understanding of Children

On Understanding the Understanding of Children Abstract IN WHAT I have to say today I shall be both reporting and theorizing; reporting on some recent innovative work in education, and theorizing to explicate the presuppositions of the work and the implications of its findings. The scientific study of childhood intellectual development is, of course, a very complicated and manysided affair which I cannot even summarize, characterized as it is by many different and even disparate approaches, as well as by large areas where there has been no approach at all. The study of infancy and childhood belongs, in one very important phase, to that puzzling class of topics for which empirical information is an embarassment rather than an asset. Probably most of the essential behavioral phenomena in this field have long been known to adults, and some of them passed on in disguise without benefit of texts and treatises in the common culture. Mothers often, teachers sometimes, References 1. Whipple, G.M. (ed.): Intelligence—Its Nature and Nurture: Part I: Comparative and Critical Exposition, 39th Yearbook of the National Society for the Study of Education , Bloomington, Ill: Public School Publishing Company, 1940. 2. Spencer, K.L.: Brain Mechanisms and Intelligence: A Quantitative Study of Injuries to the Brain , Chicago: University of Chicago Press, 1929. 3. Winograd, S., and Cowan, J.D.: Reliable Computation in the Presence of Noise , Cambridge, Mass: Massachusetts Institute of Technology Press, 1963. 4. Block, H.D.: Adaptive Neural Networks as Brain Models: Proceedings of Symposia in Applied Mathematics , New York: American Mathematics Society, 1963. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png American Journal of Diseases of Children American Medical Association

On Understanding the Understanding of Children

American Journal of Diseases of Children , Volume 114 (5) – Nov 1, 1967

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Publisher
American Medical Association
Copyright
Copyright © 1967 American Medical Association. All Rights Reserved.
ISSN
0002-922X
DOI
10.1001/archpedi.1967.02090260101007
Publisher site
See Article on Publisher Site

Abstract

Abstract IN WHAT I have to say today I shall be both reporting and theorizing; reporting on some recent innovative work in education, and theorizing to explicate the presuppositions of the work and the implications of its findings. The scientific study of childhood intellectual development is, of course, a very complicated and manysided affair which I cannot even summarize, characterized as it is by many different and even disparate approaches, as well as by large areas where there has been no approach at all. The study of infancy and childhood belongs, in one very important phase, to that puzzling class of topics for which empirical information is an embarassment rather than an asset. Probably most of the essential behavioral phenomena in this field have long been known to adults, and some of them passed on in disguise without benefit of texts and treatises in the common culture. Mothers often, teachers sometimes, References 1. Whipple, G.M. (ed.): Intelligence—Its Nature and Nurture: Part I: Comparative and Critical Exposition, 39th Yearbook of the National Society for the Study of Education , Bloomington, Ill: Public School Publishing Company, 1940. 2. Spencer, K.L.: Brain Mechanisms and Intelligence: A Quantitative Study of Injuries to the Brain , Chicago: University of Chicago Press, 1929. 3. Winograd, S., and Cowan, J.D.: Reliable Computation in the Presence of Noise , Cambridge, Mass: Massachusetts Institute of Technology Press, 1963. 4. Block, H.D.: Adaptive Neural Networks as Brain Models: Proceedings of Symposia in Applied Mathematics , New York: American Mathematics Society, 1963.

Journal

American Journal of Diseases of ChildrenAmerican Medical Association

Published: Nov 1, 1967

References