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Interpretation based on richness of experience: Theory development from a social-constructivist perspective

Published online by Cambridge University Press:  01 February 2004

Arlene S. Walker-Andrews  and
Judith A. Hudson
Arlene S. Walker-Andrews*
Affiliation:
Department of Psychology, Rutgers University, Piscataway, NJ08854-8020http://www.rci.rutgers.edu/~arlenewa/http://www.rci.rutgers.edu/~jhudson/
Judith A. Hudson*
Affiliation:
Department of Psychology, Rutgers University, Piscataway, NJ08854-8020http://www.rci.rutgers.edu/~arlenewa/http://www.rci.rutgers.edu/~jhudson/
*
arlenewa@rci.rutgers.edu
jhudson@rci.rutgers.edu
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Abstract:

The view that children's understanding of mind is constructed through social interaction is consistent with other social-constructivist models. We provide examples of similar claims in research on emotion perception, pretense understanding, autobiographical memory, and event knowledge. Identification of common elements from such socio-cultural perspectives may lead to greater theoretical integration and provide a new framework for exploring human development.

Type
Open Peer Commentary
Information
Behavioral and Brain Sciences , Volume 27 , Issue 1 , February 2004 , pp. 128 - 129
Copyright
Copyright © Cambridge University Press 2004

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