chitay-knigi.com » Психология » Сбитые с толку - Эндрю Штульман

Шрифт:

-
+

Интервал:

-
+

Закладка:

Сделать
1 ... 74 75 76 77 78 79 80 81 82 ... 85
Перейти на страницу:

Kaiser, M. K., Jonides, J., and Alexander, J. (1986). Intuitive reasoning about abstract and familiar physics problems. Memory and Cognition, 14, 308–312.

Kaiser, M. K., McCloskey, M., and Proffitt, D. R. (1986). Development of intuitive theories of motion: Curvilinear motion in the absence of external forces. Developmental Psychology, 22, 67–71.

Kaiser, M. K., Proffitt, D. R., and Anderson, K. (1985). Judgments of natural and anomalous trajectories in the presence and absence of motion. Journal of Experimental Psychology: Learning, Memory and Cognition, 11, 795–803.

Kaiser, M. K., Proffitt, D. R., and McCloskey, M. (1985). The development of beliefs about falling objects. Perception and Psychophysics, 38, 533–539.

Kaiser, M. K., Proffitt, D. R., Whelan, S. M., and Hecht, H. (1992). Influence of animation on dynamical judgments. Journal of Experimental Psychology: Human Perception and Performance, 18, 669–89.

Kalish, C. W. (1996). Preschoolers’ understanding of germs as invisible mechanisms. Cognitive Development, 11, 83–106.

Keil, F. C. (1992). Concepts, kinds, and cognitive development. Cambridge, MA: MIT Press.

Keil, F. C. (2003). Folkscience: Coarse interpretations of a complex reality. Trends in Cognitive Sciences, 7, 368–373.

Keil, F. C., and Batterman, N. (1984). A characteristic-to-defining shift in the development of word meaning. Journal of Verbal Learning and Verbal Behavior, 23, 221–236.

Kelemen, D. (2004). Are children «intuitive theists»? Reasoning about purpose and design in nature. Psychological Science, 15, 295–301.

Kelemen, D., Rottman, J., and Seston, R. (2013). Professional physical scientists display tenacious teleological tendencies: Purpose-based reasoning as a cognitive default. Journal of Experimental Psychology: General, 142, 1074–1083.

Kempton, W. (1986). Two theories of home heat control. Cognitive Science, 10, 75–90.

Keynes, J. M. (1936). The general theory of employment, interest, and money. London: Macmillan. Издание на русском языке: Кейнс, Дж. М. Общая теория занятости, процента и денег. Избранное / Дж. М. Кейнс. М.: Эксмо, 2007.

Kim, E., and Pak, S. J. (2002). Students do not overcome conceptual difficulties after solving 1traditional problems. American Journal of Physics, 70, 759–765.

Kim, I. K., and Spelke, E. S. (1999). Perception and understanding of effects of gravity and inertia on object motion. Developmental Science, 2, 339–362.

Kimel, S. Y., Huesmann, R., Kunst, J. R., and Halperin, E. (2016). Living in a genetic world: How learning about interethnic genetic similarities and differences affects peace and conflict. Personality and Social Psychology Bulletin, 42, 688–700.

Kirschner, P A., Sweller, J., and Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41, 75–86.

Klahr, D., and Nigam, M. (2004). The equivalence of learning paths in early science instruction: Effects of direct instruction and discovery learning. Psychological Science, 15, 661–667.

Klavir, R., and Leiser, D. (2002). When astronomy, biology, and culture converge: Children’s conceptions about birthdays. Journal of Genetic Psychology, 163, 239–253.

Kloos, H., Fisher, A., and Van Orden, G. C. (2010). Situated naive physics: Task constraints decide what children know about density. Journal of Experimental Psychology: General, 139, 625–637.

Kohn, A. S. (1993). Preschoolers’ reasoning about density: Will it float? Child Development, 64, 1637–1650.

Kolbert, E. (2006). Field notes from a catastrophe: Man, nature, and climate change. London: Bloomsbury.

Kozhevnikov, M., and Hegarty, M. (2001). Impetus beliefs as default heuristics: Dissociation between explicit and implicit knowledge about motion. Psychonomic Bulletin and Review, 8, 439–453.

Krist, H. (2010). Development of intuitions about support beyond infancy. Developmental Psychology, 46, 266–278.

Kronberger, N., Wagner, W., and Nagata, M. (2014). How natural is «more natural»? The role of method, type of transfer, and familiarity for public perceptions of cisgenic and transgenic modification. Science Communication, 36, 106–130.

Kuhlmeier, V. A., Troje, N. F., and Lee, V. (2010). Young infants detect the direction of biological motion in point-light displays. Infancy, 15, 83–93.

Kuhn, T. S. (1962). The structure of scientific revolutions. Chicago: University of Chicago Press. Издание на русском языке: Кун, Т. Структура научных революций / Т. Кун. М.: Прогресс, 1977.

Kuo, L. (2012, August 28). Bill Nye, The Science Guy, says creationism is not appropriate for children. Huffington Post. Retrieved from www.huffingtonpost.com/2012/08/28/bill-nye-science-guy-creationism-evolution_n_1835208.html.

Lack, D. (1947/1983). Darwin’s finches. Cambridge, UK: Cambridge University Press.

Lautrey, J., and Mazens, K. (2004). Is children’s naïve knowledge consistent? A comparison of the concepts of sound and heat. Learning and Instruction, 14, 399–423.

Lawson, R. (2006). The science of cycology: Failures to understand how everyday objects work. Memory and Cognition, 34, 1667–1675.

Lazar, A., and Torney-Purta, J. (1991). The development of the subconcepts of death in young children: A short-term longitudinal study. Child Development, 62, 1321–1333.

Le Grand, H. E. (1988). Drifting continents and shifting theories. Cambridge, UK: Cambridge University Press.

Leddon, E. M., Waxman, S. R., and Medin, D. L. (2011). What does it mean to «live» and «die»? A cross-linguistic analysis of parent-child conversations in English and Indonesian. British Journal of Developmental Psychology, 29, 375–395.

Lederberg, J. (2000). Infectious history. Science, 288, 287–293.

Lee, H. S., Liu, O. L., Price, C. A., and Kendall, A. L. (2011). College students’ temporal-magnitude recognition ability associated with durations of scientific changes. Journal of Research in Science Teaching, 48, 317–335.

Lee, V., and Kuhlmeier, V. A. (2013). Young children show a dissociation in looking and pointing behavior in falling events. Cognitive Development, 28, 21–30.

Legare, C. H., and Gelman, S. A. (2008). Bewitchment, biology, or both: The co-existence of natural and supernatural explanatory frameworks across development. Cognitive Science, 32, 607–642.

1 ... 74 75 76 77 78 79 80 81 82 ... 85
Перейти на страницу:

Комментарии
Минимальная длина комментария - 25 символов.
Комментариев еще нет. Будьте первым.
Правообладателям Политика конфиденциальности