This text provides an analysis of how children come to be able to
understand the dynamic nature of causality - how processes take
place through time. The author studies the capabilities and
limitations of 7-12 year old children in order to assess their
conception of evolutionary processes. His study follows on from
Piaget's work on causality, and is intended to contribute to the
literature on "theory of mind" and children's scientific
development. The book draws on experimental studies of diachronic
thinking in children and adults, and discusses the importance of a
well-developed diachronic perspective for cognition.
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