Series Editor:
Harry Beilin, City University of New York Graduate School, New York, U.S.A.
Edited by
Deanna Kuhn, Teachers College, Columbia University, New York, U.S.A.
Eric Amsel, Yale University, New Haven, Connecticut, U.S.A.
Michael O'Loughlin, Bowling Green State University, Bowling Green, Ohio, U.S.A.
Description
How is existing knowledge reconciled with new information in the mind of a young child, as compared to that of a more sophisticated thinker?
Development of Scientific Thinking Skills explores a new framework for the conceptualization of changes in the strategies
of inductive reasoning from middle childhood to adulthood.
Audience:
Researchers and graduate students in cognitive, developmental, and educational psychology.
