The misunderstood limits of folk science: an illusion of explanatory depth.
about
The seductive allure of neuroscience explanationsWhen science becomes too easy: Science popularization inclines laypeople to underrate their dependence on expertsConsensus statement understanding health and malnutrition through a systems approach: the ENOUGH program for early lifeKnowing when to doubt: developing a critical stance when learning from othersRevisiting the fantasy-reality distinction: children as naïve skepticsSensing the coherence of biology in contrast to psychology: young children's use of causal relations to distinguish two foundational domainsDiscerning the Division of Cognitive Labor: An Emerging Understanding of How Knowledge Is Clustered in Other MindsThe Novelty Penalty.Causal agency and the perception of force.Your Understanding Is My Understanding: Evidence for a Community of Knowledge.What Could You Really Learn on Your Own?: Understanding the Epistemic Limitations of Knowledge Acquisition.Using evolutionary theory to enhance the brain imaging paradigmThe Feasibility of Folk Science.The Hidden Strengths of Weak Theories.Overestimation of knowledge about word meanings: the "misplaced meaning" effect.Explanation and understanding.Causal beliefs about depression in different cultural groups-what do cognitive psychological theories of causal learning and reasoning predict?The genomics of micronutrient requirementsA model of how different biology experts explain molecular and cellular mechanisms.Translational genomics.Exploring the MACH Model's Potential as a Metacognitive Tool to Help Undergraduate Students Monitor Their Explanations of Biological Mechanisms.Getting to the Truth: GROUNDING INCOMPLETE KNOWLEDGE.An instructional design process based on expert knowledge for teaching students how mechanisms are explained.Adapted Minds and Evolved Schools.Preschoolers' search for explanatory information within adult-child conversation.Subtyping as a knowledge preservation strategy in category learning.Little pitchers use their big ears: preschoolers solve problems by listening to others ask questions.Explaining Constrains Causal Learning in Childhood.WHEN AND WHY DO HEDGEHOGS AND FOXES DIFFER?Determinants of Judgments of Explanatory Power: Credibility, Generality, and Statistical RelevanceCausal knowledge promotes behavioral self-regulation: An example using climate change dynamics.The Blicket Within: Preschoolers' Inferences About Insides and Causes.Concept Innateness, Concept Continuity, and Bootstrapping.ConceptBuilder: an open-source software tool for measuring, depicting, and quantifying causal models.The effect of concrete supplements on metacognitive regulation during learning and open-book test taking.Engaging Physician Learners Through a Web-Based Platform: Individualized End-of-Life Education.Value judgments and the true self.The influence of causal information on judgments of treatment efficacy.Intelligence and Neurophysiological Markers of Error Monitoring Relate to Children's Intellectual Humility.The development of children's ability to fill the gaps in their knowledge by consulting experts.
P2860
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P2860
The misunderstood limits of folk science: an illusion of explanatory depth.
description
2002 nî lūn-bûn
@nan
2002 թուականի Սեպտեմբերին հրատարակուած գիտական յօդուած
@hyw
2002 թվականի սեպտեմբերին հրատարակված գիտական հոդված
@hy
2002年の論文
@ja
2002年論文
@yue
2002年論文
@zh-hant
2002年論文
@zh-hk
2002年論文
@zh-mo
2002年論文
@zh-tw
2002年论文
@wuu
name
The misunderstood limits of folk science: an illusion of explanatory depth.
@ast
The misunderstood limits of folk science: an illusion of explanatory depth.
@en
type
label
The misunderstood limits of folk science: an illusion of explanatory depth.
@ast
The misunderstood limits of folk science: an illusion of explanatory depth.
@en
prefLabel
The misunderstood limits of folk science: an illusion of explanatory depth.
@ast
The misunderstood limits of folk science: an illusion of explanatory depth.
@en
P2860
P1433
P1476
The misunderstood limits of folk science: an illusion of explanatory depth.
@en
P2093
Frank Keil
Leonid Rozenblit
P2860
P304
P356
10.1207/S15516709COG2605_1
P577
2002-09-01T00:00:00Z