| Record ID | ia:trustingwhatyour0000harr |
| Source | Internet Archive |
| Download MARC XML | https://archive.org/download/trustingwhatyour0000harr/trustingwhatyour0000harr_marc.xml |
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001 ocn758383974
003 OCoLC
005 20191109072848.1
008 111118s2012 maua b 001 0 eng
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037 $bHarvard Univ Pr, C/O Triliteral Llc 100 Maple Ridge Dr, Cumbreland, RI, USA, 02864-1769, (401)6584226$nSAN 631-8126
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050 00 $aBF318$b.H363 2012
082 00 $a155.4/1315$223
084 $aCP 5000$2rvk
084 $a5,3$2ssgn
049 $aMAIN
100 1 $aHarris, Paul L.,$d1946-$eauthor.
245 10 $aTrusting what you're told :$bhow children learn from others /$cPaul L. Harris.
246 3 $aTrusting what you are told
246 30 $aHow children learn from others
264 1 $aCambridge, Massachusetts :$bThe Belknap Press of Harvard University Press,$c[2012]
300 $a253 pages :$billustrations ;$c22 cm
336 $atext$btxt$2rdacontent
337 $aunmediated$bn$2rdamedia
338 $avolume$bnc$2rdacarrier
504 $aIncludes bibliographical references (pages 222-241) and index.
505 0 $aEarly learning from testimony -- Children's questions -- Learning from a demonstration -- Moroccan birds and twisted tubes -- Trusting those you know? -- Consensus and dissent -- Moral judgment and testimony -- Knowing what is real -- Death and the afterlife -- Magic and miracles -- Going native.
520 $aIf children were little scientists who learn best through firsthand observations and mini-experiments, as conventional wisdom holds, how would a child discover that the earth is round-never mind conceive of heaven as a place someone might go after death? Overturning both cognitive and commonplace theories about how children learn, Trusting What You're Told begins by reminding us of a basic truth: Most of what we know we learned from others. Children recognize early on that other people are an excellent source of information. And so they ask questions. But youngsters are also remarkably discriminating as they weigh the responses they elicit. And how much they trust what they are told has a lot to do with their assessment of its source. This book opens a window into the moral reasoning of elementary school vegetarians, the preschooler's ability to distinguish historical narrative from fiction, and the six-year-old's nuanced stance toward magic: skeptical, while still open to miracles. Paul Harris shares striking cross-cultural findings, too, such as that children in religious communities in rural Central America resemble Bostonian children in being more confident about the existence of germs and oxygen than they are about souls and God. We are biologically designed to learn from one another, Harris demonstrates, and this greediness for explanation marks a key difference between human beings and our primate cousins. Even Kanzi, a genius among bonobos, never uses his keyboard to ask for information: he asks only for treats.
590 $bInternet Archive - 2
590 $bInternet Archive 2
650 0 $aLearning, Psychology of.
650 0 $aChildren.
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650 7 $aSoziales Lernen.$2idszbz
650 7 $aKind.$2idszbz
650 7 $aInformation.$2idszbz
650 7 $aLernen.$2idszbz
650 7 $aGesellschaft.$2idszbz
650 7 $aMilieu.$2idszbz
650 7 $aVertrauenswürdigkeit.$2idszbz
776 1 $cElectronic resource$z9780674065192
856 41 $3ebrary$uhttp://site.ebrary.com/id/10678689
856 41 $3Table of contents$uhttp://bvbr.bib-bvb.de:8991/F?func=serviceetdoc_library=BVB01etdoc_number=024642546etline_number=0001etfunc_code=DB_RECORDSetservice_type=MEDIA
856 41 $uhttps://doi.org/10.4159/harvard.9780674065192
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