Auxiliary versus theoretical hypotheses and ordinary versus scientific language
Article Abstract:
A critique concludes that some of the points raised in a 1994 article on the system of psycho-logic are invalid. Moreover, the critique also argues that psycho-logic ignores context, fails to validate its constructions and puts too much importance on formal definitions. However, the critique fails to consider the distinctions between auxiliary hypothesis and theoretical propositions as well as that between ordinary and scientific language.
Publication Name: Human Development
Subject: Psychology and mental health
ISSN: 0018-716X
Year: 1995
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Article Abstract:
It is possible to connect a causal theory with an interpretive one under cognitive psychology. Psychologists concerned with children's theory of mind try to find out how children rationalize their actions and the actions of other people. They also study how children develop an understanding of mental states. From their research, the important relation between causes of and occasions for knowledge acquisition is better understood.
Publication Name: Human Development
Subject: Psychology and mental health
ISSN: 0018-716X
Year: 1995
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Cognitive processes and theory development: a reply to Spencer and Karmiloff-Smith
Article Abstract:
The child-as-theorist metaphor is misleading when it induces the positing of homologies between cognitive development and the historical development of scientific theories. One concerns social practices and institutions while, the other concerns individual mentation. Discussions on the cultural and content contexts of cognition and cognitive processes can shed more light on the mischievousness of the metaphor.
Publication Name: Human Development
Subject: Psychology and mental health
ISSN: 0018-716X
Year: 1997
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