Intellectica, 2007/ 2-3, 46-47, pp. 69-84 © 2008 Association pour la Recherche Cognitive. Imagination and Testimony in the Child’s Construction of Reality
Paul L. Harris, Linda Abarbanell, Elisabeth S. Pasquini & Suzanne Duke
Imagination and testimony in the child’s construction of reality
According to an influential tradition in the study of cognitive development, young children actively explore the world, gathering feedback on their theories and beliefs in the course of informal experiments and interventions. This is the classic Piagetian account of early cognitive development. Echoes of it can be found in contemporary portraits of the child as a young scientist who constructs and revises theories about various domains of knowledge (Wellman & Gelman, 1998). Yet there is a great deal of information about the world that
Paul L. Harris, Linda Abarbanell, Elisabeth S. Pasquini and Suzanne Duke, Graduate School of Education, Harvard University. Correspondence concerning this article should be sent to Paul L. Harris, 503A Larsen Hall, Graduate School of Education, Harvard University, Appian Way, Cambridge, Massachusetts, 02138. E-mail : Paul_ Harris@ gse. harvard. edu
