Imagery and Explanation in the Dynamics of Recall of Intuitive and Scientific Knowledge: Insights from Research on Children’s Cosmologies

This article closely examines (a) the representational connotation which is often implicit in many analyses of the scientific knowledge which children have (or have not) acquired when they are asked to say or show what they know and (b) the still common-place presumption that recollections are akin to the extraction of ideas from a mental database. We demonstrate how recent findings in neuroscience reject traditional thinking about the nature of...