This paper builds on Hatano and Inagaki's pioneering work on the role of experience and cultural models in children's biological reasoning. We use a category-based induction task to consider how experience and cultural models shape rural and urban children's patterns of biological reasoning. We discuss the implications of these findings for developmental theory and educational practice.
- Biological concepts
- Cognitive development
- Language development
ASJC Scopus subject areas
- Developmental and Educational Psychology