Abstract

The assumption of domain specificity has been invaluable to the study of the emergence of biological thought in young children. Yet, domains of thought must be understood within a broader context that explains how those domains relate to the surrounding cultures, to different kinds of cognitive constraints, to framing effects, to abilities to evaluate knowledge and to the ways in which domain-specific knowledge in any individual mind is related to knowledge in other minds. All of these issues must come together to have a full account of conceptual development in biology.