000			03505cam a2200421Ki 4500
001			ocn835374467
003			OCoLC
005			20240726105411.0
008			130403s2012 maua ob 001 0 eng d
040			_aYDXCP _beng _epn _erda _cYDXCP _dU3G _dOCLCO _dEMU _dE7B _dNT _dJSTOR _dOCLCF _dOCLCQ _dEBLCP _dDEBSZ _dOCLCQ _dAZK _dLOA _dJBG _dAGLDB _dMOR _dPIFAG _dMERUC _dOCLCQ _dZCU _dIOG _dDEGRU _dDEBBG
020			_a9780674065192 _q((electronic)l(electronic)ctronic)
050	0	4	_aBF318 _b.T787 2012
049			_aMAIN
100	1		_aHarris, Paul L., _d1946- _e1
245	1	0	_aTrusting what you're told : _bhow children learn from others / _cPaul L. Harris.
246	3		_aTrusting what you are told
246	3	0	_aHow children learn from others
260			_aCambridge, Mass. : _bBelknap Press of Harvard University Press, _c(c)2012.
300			_a1 online resource (253 pages) : _billustrations
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
347			_adata file _2rda
504			_a2
505	0	0	_aEarly learning from testimony -- _tChildren's questions -- _tLearning from a demonstration -- _tMoroccan birds and twisted tubes -- _tTrusting those you know? -- _tConsensus and dissent -- _tMoral judgment and testimony -- _tKnowing what is real -- _tDeath and the afterlife -- _tMagic and miracles -- _tGoing native.
520	0		_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 Youre 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 preschoolers ability to distinguish historical narrative from fiction, and the six-year-olds 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 only asks for treats. --
530			_a2 _ub
650		0	_aLearning, Psychology of.
650		0	_aChildren.
650		4	_aDevelopment Psychology.
650		4	_aPsychology.
650		4	_aSocial Sciences.
655		1	_aElectronic Books.
856	4	0	_uhttps://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=597464&site=eds-live&custid=s3260518 _zClick to access digital title | log in using your CIU ID number and my.ciu.edu password
942			_cOB _D _eEB _hBF _m2012 _QOL _R _x _8NFIC _2LOC
994			_a92 _bNT
999			_c99145 _d99145
902			_a1 _bCynthia Snell _c1 _dCynthia Snell