The developing mind (Record no. 59690)

000 -LEADER
fixed length control field 02579 a2200205 4500
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field 230502b |||||||| |||| 00| 0 eng d
020 ## - INTERNATIONAL STANDARD BOOK NUMBER
ISBN 9781032297040 (PB)
041 ## - LANGUAGE CODE
Language code of text/sound track or separate title eng
080 ## - UNIVERSAL DECIMAL CLASSIFICATION NUMBER
Universal Decimal Classification number 159.9
Item number BUT
100 ## - MAIN ENTRY--AUTHOR NAME
Personal name Butterfill, Stephen
245 ## - TITLE STATEMENT
Title The developing mind
Sub Title a philosophical introduction
260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT)
Name of publisher Routledge
Year of publication 2020
Place of publication London
300 ## - PHYSICAL DESCRIPTION
Number of Pages xi,258 p
505 ## - FORMATTED CONTENTS NOTE
Formatted contents note Preface 1. Introduction Part 1: Physical Objects 2. Principles of Object Perception 3. The Simple View 4. The Linking Problem 5. Core Knowledge 6. Object Indexes and Motor Representations of Objects 7. Meta cognitive Feelings 8. Conclusion to Part 1 Interlude on Innateness 9. Innateness Part 2: Minds and Actions 10. Action 11. A Theory of Goal Tracking 12. Mind: the Puzzle 13. Three Levels of Analysis 14. Mind: a Solution? 15. Joint Action 16. Conclusion to Part 2 17. Conclusion. Glossary Bibliography Index
520 ## - SUMMARY, ETC.
Summary, etc "The development of children's minds raises fundamental questions, from how we are able to know about basic aspects of the world such as objects and actions to how we come to grasp mental states. The Developing Mind is the first book to critically introduce and examine philosophical questions concerning children's cognitive development and considers the implications of scientific breakthroughs for the philosophy of developmental psychology. The book explores central topics in developmental psychology from a philosophical perspective : children's awareness of objects and the question of 'object permanence' the nature and explanatory role of 'core knowledge' evidence for innate drivers of language children's knowledge of the relation between actions and goals puzzles about when infants first have awareness of other minds how social interaction explains the emergence of knowledge Throughout the book, Stephen Butter fill draws on important case studies, including experiments with children on objects and their interactions, 'false belief tasks', and the process by which children come to see other people, not just themselves, as purposive agents. He shows how these questions can illuminate fundamental debates in philosophy of mind concerning the mind's architecture, the explanatory power of representation, the social character of knowledge, and the nature of meta cognitive feelings. Additional features, such as a glossary and extensive bibliographic references, provide helpful tools for those coming to the subject for the first time
650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical Term Child development Philosophy
650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical Term Child psychology
690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN)
Topical term or geographic name as entry element General
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Koha item type BOOKS
Holdings
Withdrawn status Lost status Damaged status Not for loan Current library Shelving location Full call number Accession Number Koha item type
        IMSc Library First Floor, Rack No: 1, Shelf No: 7 159.9 BUT 76986 BOOKS
The Institute of Mathematical Sciences, Chennai, India

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