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Peer-reviewed article

Cognitive Development, Culture, and Conversation: Comments on Harris and Koenig's "Truth in Testimony: How Children Learn about Science and Religion"

May 1, 2006 | Public Programs

Harris and Koenig make a compelling case for the importance of adult “testimony” and its influence on children's developing conceptions of topics in science and religion. This commentary considers how their analysis relates to constructivist and sociocultural theories and discusses several ways in which Harris and Koenig's arguments help to debunk some prevalent assumptions about research on the social context of cognitive development. Finally, a number of additional issues are raised for debate and discussion, and some critiques and suggestions for future research are discussed. The issues discussed by Harris and Koenig are crucial if we are to take seriously the importance of culture in cognitive development.

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  • mc 12
    Author
    University of California, Santa Cruz
  • Citation

    DOI : 10.1111/j.1467-8624.2006.00887.x
    ISSN : 0009-3920
    Publication Name: Child Development
    Volume: 77
    Number: 3
    Page Number: 525
    Resource Type: Research Products
    Discipline: Education and learning science | General STEM | Social science and psychology
    Audience: Elementary School Children (6-10) | Pre-K Children (0-5) | Parents/Caregivers | Educators/Teachers | Museum/ISE Professionals
    Environment Type: Public Programs

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