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Entwicklung begrifflichen Wissens: Kernwissenstheorien

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Theorien in der Entwicklungspsychologie

Zusammenfassung

Wie entsteht Wissen? Wie kommen Kinder dazu, Lebewesen von unbelebten Objekten zu unterscheiden, zu zählen und zu rechnen und Begriffe wie Schwerkraft oder Ärger zu verstehen? Und wie kommt die Menschheit dazu, Konzepte wie Evolution oder Atom zu entwickeln? Diese Fragen beschäftigen Psychologie und Philosophie seit deren Anfängen. Seit der Antike spekulieren nativistische Theorien über angeborenes menschliches Wissen, während empiristische Theorien die Metapher der Tabula rasa benützten, um die Position zu untermauern, dass alles Wissen im Laufe des Lebens durch Erfahrung erworben werde. Empirische entwicklungspsychologische Forschung hat seit dem 20. Jahrhundert zur Aufklärung der Herausbildung begrifflichen Wissens in der Ontogenese beigetragen. Insbesondere in den letzten dreißig Jahren sind bei der entwicklungspsychologischen Erforschung des Denkens im Säuglingsalter entscheidende Fortschritte gemacht worden, die zur grundlegenden Revision unserer Vorstellungen über die geistigen Fähigkeiten des menschlichen Säuglings geführt haben. Während William James gegen Ende des 19.

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  1. Ludwig-Maximilians-Universität München, München, Deutschland

    Prof. Dr. Beate Sodian

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  1. Inst. Entwicklungspsychologie und Psychologische Diagnostik, Universität Wien, Wien, Austria

    Lieselotte Ahnert

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Sodian, B. (2014). Entwicklung begrifflichen Wissens: Kernwissenstheorien. In: Ahnert, L. (eds) Theorien in der Entwicklungspsychologie. Springer VS, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-34805-1_5

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