Preschoolers' questions and parents' explanations: Causal thinking in everyday activity

Adams, 1986, Apprenticeship in word use: Social convergence processes in learning categorically related nouns, 155 Aristotle, 1960, Physics Ashmead, 1980, Infant memory in everyday life, 1 Astington, 1988 Baillargeon, 1987, Young infants' reasoning about the physical and spatial properties of a hidden object, Cognitive Development, 2, 179, 10.1016/S0885-2014(87)90043-8 Bakeman, R. (in press). Counts and codes: Analyzing categorical data. In B.M. Montgomery & S. Duck (Eds.), Studying interpersonal interaction. New York: Guilford Publications. Barbieri, 1990, The beginning of the explaining capacity, Vol. 7, 245 Bloom, 1987, Sources of meaning in the aquisition of complex syntax: The sample case of causality, Journal of Experimental Child Psychology, 43, 112, 10.1016/0022-0965(87)90054-3 Bruner, 1984, Vygotsky's zone of proximal development: The hidden agenda, 93 Bruner, 1987, The transactional self, 81 Bullock, 1982, The development of causal reasoning, 209 Callanan, 1985, How parents label objects for young children: The role of input in the acquisition of category hierarchies, Child Development, 56, 508, 10.2307/1129738 Callanan, 1991, Parent-child collaboration in young children's understanding of category hierarchies, 440 Callanan, 1990, Collaborative explanation and the development of children's theories Capelli, 1991, Mind over chatter: Parents and children talk about mental events Carey, 1985 Cohen, 1960, A coefficient of agreement for nominal scales, Educational and Psychological Measurement, 20, 37, 10.1177/001316446002000104 Dale, 1989, The validity of a parent report instrument of child language at twenty months, Journal of Child Language, 16, 239, 10.1017/S0305000900010394 DiSessa, 1990, Speculations on the foundations of knowledge and intelligence Donaldson, 1986 Driver, 1983, Theories-in-action: Some theoretical and empirical issues in the study of students' conceptual frameworks in science, Studies in Science Education, 10, 37, 10.1080/03057268308559904 Dunn, 1988 Eisenberg, 1991, Task effects on social class and ethnic variation in mother-child communication Frederiksen, 1990, Mental models and understanding: A problem for science education Gelman, 1991, Understanding natural cause: Children's explanations of how objects and their properties originate, Child Development, 62, 396, 10.2307/1131012 Gould, 1983 Hilton, 1990, Conversational processes and causal explanation, Psychological Bulletin, 107, 65, 10.1037/0033-2909.107.1.65 Hood, 1979, What, when, and how about why: A longitudinal study of the early expressions of causality, Monographs of the Society for Research in Child Development, 44, 10.2307/1165989 Keil, 1989 Kuhn, 1977 Mervis, 1987, Child-basic object categories and early lexical development, 201 Murphy, 1985, The role of theories in conceptual coherence, Psychological Review, 92, 289, 10.1037/0033-295X.92.3.289 Nelson, 1985 Nelson, 1980, The generalities and specifics of long-term memory in infants and young children, 87 Dresick, 1984, Spontaneous explanations in conversations of children and adults Richards, 1986, Children's understandings of the attributes of life, Journal of Experimental Child Psychology, 42, 1, 10.1016/0022-0965(86)90013-5 Rogoff, 1990 Spelke, 1988, The origins of physical knowledge Vygotsky, 1962 Vygotsky, 1978 Wellman, 1988, First steps in the child's theorizing about the mind, 64 Wellman, 1990, From simple desires to ordinary beliefs: The early development of everyday psychology, Cognition, 35, 245, 10.1016/0010-0277(90)90024-E Wertsch, 1984, The zone of proximal development: Some conceptual issues, 7