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Cognitive development

DOI: 10.4324/9780415249126-W005-1
Version: v1,  Published online: 1998
Retrieved May 21, 2024, from

Article Summary

Psychological research of the last two decades has produced a surge of surprising results regarding cognitive development in children that has challenged a number of traditional philosophical assumptions about the nature of knowledge. The developing cognitive system seems organized in terms of specific domains, rather than as a general, all-purpose processor to which traditional empiricism was committed. Children’s conceptual development is often guided by highly abstract principles and parameters that are present in a child’s mind long before concrete details of a domain are encountered. Moreover, the data seem to indicate that development consists predominantly of gradual conceptual enrichment over time, rather than radical change.

Citing this article:
Keil, F.C. and G. Gutheil. Cognitive development, 1998, doi:10.4324/9780415249126-W005-1. Routledge Encyclopedia of Philosophy, Taylor and Francis,
Copyright © 1998-2024 Routledge.

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