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This paper explains that Jean Piaget argued that, until the age of eleven or twelve, children were fundamentally animistic, the incapacity to be able to clearly differentiate between animate and inanimate objects. The paper presents a complete meta-research analysis into this theory, which reveals that the wide body of literature on the subject undermines Piaget's claims. The paper's findings illustrate that the development of this psychological concept occurs much earlier in the developmental process, even as early as age three or four. The paper concludes that, whatever Piaget's contributions to developmental studies, his conclusions on animacy must be abandoned in favor of the weight of academic discourse on the subject.
Table of Contents:
Table of Contents:
Sample of Sources Used:
- Dewart, M.H. (1979). Children's hypotheses about the animacy of actor and ob-ject nouns. British Journal of Psychology, 70(4), pp. 525-530.
- Dolgin, K., & Behrend, D. (1984). Children's knowledge about animates and in-animates. Child Development, 55(4), pp. 1646-1650.
- Greif, M.L., Nelson, D.G.K., Keil, F.C., and Gutierrez, F. (2006). What do chil-dren want to know about animals and artifacts? Psychological Science, 17(6), pp. 455-459.
- Inagaki, K. & Hatano, G. (2006). Young children's conception of the biological world. Current Directions in Psychological Science, 15(4), pp. 177-181.
- Inagaki, K., & Hatano, G. (1996). Young children's recognition of commonal-ities between animals and plants. Child Development, 67(6), pp. 2823-2840.
Cite this Research Paper:
Childhood Animacy (2008, December 11) Retrieved March 06, 2021, from https://www.academon.com/research-paper/childhood-animacy-109931/
"Childhood Animacy" 11 December 2008. Web. 06 March. 2021. <https://www.academon.com/research-paper/childhood-animacy-109931/>