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摘要: 本文在概述儿童心理理论发展的观察与实验事实的基础上,分别对模拟论、模块论和理论论这三大解释理论的基本假设、主要观点和存在的问题作出了述评。论文表明,尽管这三种理论彼此之间进行着热烈的争论和批评,但它们似乎都过多地求助于各自所依据的观察与实验数据,而很少深究各自理论本身的缺陷。1) J. Pemer, (1991). Understanding the Representational Mind. Cambridge, MA: Bradford books: MIT Press.2) H. M. Wellman, (1990). The Child's Theory of Mind. Cambridge, MA: MTT Press.3) A. Gopnik and A. Melzoff, (1996). Words, Thouyghts and Theories. Cambridge, MA: MIT Press.4) P. L. Harris, (1992). From Simulation to Folk Paychology : The Case for Develpment. Mind and Language, 7, pp. 120-44.5) A. M. Leslie, (1994). Pretending and Believing: Issues in the Theory of ToMM. Cogition, 50, pp.211 - 38.6) 熊哲宏:《儿童“心理理论”发展的“理论论”(The theory-theory)述评》, 《心理科学》)2001年第3期。7) J. Pemer, (1991). Understanding the Representational Mind. Cambridge, MA: Bradford books: MIT Press.8) Edited by R. A. Wilson, and F. C. Keil, (1999). The MIT Encyclopedia of the Cognitive Sciences. Cambridge:The MIT Press. pp.416.9) G. Bttenill and P. Caruthem, (1999). The Philosophy of Psychology. Cambridge University Press. pp.56.10) A. Gopnik, (1996). The Scientist as Child. Philosophy of Science, 63. pp.485 - 514.
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