Symposium (4 of 5) | Susan Gelman | Learning and Theory Change: A Developmental Perspective
One of the most challenging aspects of learning is theory-change -- abandoning an old explanatory framework for a new one. When is theory change possible, and when do intuitive theories persist alongside those that are taught in school? How do children's intuitive theories distort the lessons from school? And what are the (implicit) mechanisms that work to foster or suppress children's intuitive theories? I examine these questions by focusing on two conceptual biases (essentialism and teleology) within different cultural contexts.