共查询到20条相似文献，搜索用时 562 毫秒
1.
2.
Emerging Differentiation of Folkbiology and Folkpsychology: Attributions of Biological and Psychological Properties to Living Things 总被引：1，自引：0，他引：1
John D. Coley 《Child development》1995,66(6):1856-1874
Research suggests that for adults, "folkpsychology" and "folkbiology" represent distinct conceptual domains for reasoning about living things. However, it is not clear whether these domains are distinct for children; past work suggests that the 2 systems are confused until age 10, and that radical theory change accounts for eventual differentiation. To examine this claim, 16 subjects each at ages 6, 8, and adult were shown pictures of predatory and domestic animals and asked whether each animal displayed a variety of biological properties (e.g., has blood) and psychological properties (e.g., can think, can feel angry). Subjects at all ages showed clearly different attribution patterns for biological versus psychological properties. This dissociation of attribution patterns provides evidence that by kindergarten, notions of folkpsychology and folkbiology are sufficiently differentiated to constitute distinct and independent conceptual domains. This in turn suggests that radical theory change regarding living things either occurs prior to the beginning of formal education, or does not explain the development of folkbiological knowledge. 相似文献
3.
Eleven elementary science texts commonly used in the nation's schools were examined in terms of conceptual structure and reasoning demands of the texts. Specifically, one primary level (K–3) unit was randomly selected for analysis. Concept maps were drawn and evaluated, and the propositions between concepts were examined in terms of the Piagetian mental schema needed for comprehension. Results show that (1) concept maps and therefore the conceptual structures for a unit on air and/or weather vary widely across texts; (2) all but two conceptual structures are well defined, in that a single concept or group of concepts is not isolated from the total framework; (3) the reasoning needed to comprehend the between-individual concepts is concrete, in that classificational, interactional, and direct observational reasoning are necessary; and (4) these reasoning demands are above the developmental capabilities of a large segment of primary-level children, who function in the preoperational stage. Discussion of the results focuses on the kind of science that is appropriate for primary-level youngsters. 相似文献
4.
Susan E. Barrett Hervé Abdi Gregory L. Murphy Jeanette McCarthy Gallagher 《Child development》1993,64(6):1595-1616
Recent accounts of conceptual development have emphasized the important role intuitive theories play in concept formation; however, it is still not clear exactly how these theories exert their influence. We present evidence that elementary school age children use theories to link together specific features associated with individual concepts. The results of our first experiment indicate that theory-based correlations play a prominent role in typicality judgments and in decisions about category membership. In a second experiment, we demonstrate that children's theories play an important role in determining which attributes will be considered most central to the concept. The results of these studies suggest that feature correlations can serve to link children's concepts with their intuitive theories of the world. 相似文献
5.
Coley JD 《Child development》2000,71(1):82-90
If our goal as researchers is to understand the range and complexity of human conceptual development, increased attention to comparative research is essential. I draw on research in the domain of folkbiology-commonsense understandings of plants and animals--to argue that several lines of comparative research are needed to understand the acquisition of folkbiology in particular and conceptual development in general. First, comparisons are needed between children and adults within a given society. It is impossible to understand the process of conceptual development without a detailed look at adult endstates in a domain. Second, comparisons are needed between adult endstates in different contexts. For a complete understanding of conceptual development we must understand the range of variability of adult conceptual systems. Finally, comparisons are needed among children developing in different contexts. Such research complements comparative work on adults and would serve to distinguish between universal and particular patterns of development and thus to inform and constrain accounts of conceptual development. 相似文献
6.
The present studies investigated children's and adults' intuitive beliefs about the physical nature of essences. Adults and children (ranging in age from 6 to 10 years old) were asked to reason about 2 different ways of determining an unknown object's category: taking a tiny internal sample from any part of the object (distributed view of essence) or taking a sample from one specific region (localized view of essence). Results from 3 studies indicated that adults strongly endorsed the distributed view, and children showed a developmental shift from a localized to distributed view with increasing age. These results suggest that even children go beyond mere placeholder notions of essence, committing to conceptual frameworks of how essences might be physically instantiated. 相似文献
7.
This paper explores the factors that influence the way children construct meanings about other children, and especially those who seem to experience marginalisation, within school contexts. The research involved an ethnographic study in a primary school in Cyprus over a period of 5 months. Qualitative methods were used, particularly participant observations and interviews with children. Interpretation of the data suggests that children's perceptions about other children, and especially those who come to experience marginalisation, are influenced by the following factors: other children and the interactions between them; adults' way of behaving in the school; the existing structures within the school; and the cultures of the school and the wider educational context. Even though the most powerful factor was viewed to be the adults' influence, it was rather the interweaving between different factors that seemed to lead to the creation of particular meanings for other children. In the end, it is argued that children's voices should be seen as an essential element within the process of developing inclusive practices. 相似文献
8.
When you shouldn't do what you want to do: young children's understanding of desires, rules, and emotions 总被引：2，自引：0，他引：2
Lagattuta KH 《Child development》2005,76(3):713-733
This research investigated 4- through 7-year-olds' and adults' (n = 64) concepts about the emotional consequences of desire fulfillment versus desire inhibition in situations where people's desires conflict with prohibitive rules. Results revealed developmental increases in attributing positive or mixed emotions to story characters that make willpower decisions and negative or mixed emotions to characters that transgress. These developmental changes in emotion predictions were accompanied by age-related differences in emotion explanations. Whereas 4- and 5-year-olds largely explained emotions in relation to the characters' goals, 7-year-olds and adults further explained how rules and future consequences influence emotions. Results are discussed in relation to connections among children's psychological, deontic, and future-oriented reasoning about emotions as well as the development of self-control. 相似文献
9.
Megan Bang 《教育心理学家》2015,50(3):220-233
The study of human learning and development from situative or sociocultural perspectives has had significant impacts on a wide range of scholarship largely driven by the theoretical and methodological focus on understanding the role of activity systems in cognition and development. This article first explores how situative perspectives have advanced fundamental knowledge about how culture and race impact learning and development and works to demonstrate how these understandings have enabled new insights into folk-biological cognition. Traditional cognitive, cross-cultural, and situative perspectives with respect to folkbiology are compared and contrasted to demonstrate how situative perspectives enabled more complete understandings of the complexities of biological cognition. These complexities are conceptualized as the conceptual and epistemological ecologies of activity systems. Implications for education are considered. 相似文献
10.
Jacqueline D. Woolley Katrina E. Phelps Debra L. Davis & Dorothy J. Mandell 《Child development》1999,70(3):571-587
In two studies, we probed children's beliefs about wishing. In Study 1, we gathered initial data on 50 3- to 6-year-old children's concepts of wishing and beliefs about its efficacy, with both a semistructured interview and a variety of tasks. Results revealed considerable knowledge about wishing in young children, along with an age-related decrease in beliefs about its efficacy. Parents were not found to encourage differently the beliefs of children at different ages, nor were they found to begin actively discouraging such beliefs at any particular age. A moderate relation was found between environmental supports for wishing and children's beliefs in its efficacy. In Study 2, we continued to probe these issues and also address the nature of the broader conceptual context in which children situate their beliefs about wishing. Participants were 92 3- to 6-year-old children. Results of this study suggest that children may reconcile beliefs in the efficacy of wishing with knowledge about everyday mental-physical relations by situating these beliefs more within their emerging beliefs about magic than within their theories of mind. 相似文献
11.
A framework for designing interactive multimedia to scaffold young children's understanding of historical chronology 总被引：1，自引：0，他引：1
Young children's understanding of thehistorical past is often characterised by alack of temporal differentiation and a sense oftotal discontinuity with the present. Researchhas suggested that this situation may be causedin part by their formation of inappropriaterepresentations when solving problems ofchronology. To help children construct moreappropriate external representations forparticular tasks and reason more effectivelywith them about chronological concepts, weinvestigated the role that interactivemultimedia might play in scaffoldingteacher-led activities in the classroom. Inthis paper we report on our conceptual designand pedagogical approach to developingeffective dynamic, interactive representationsand activities at the computer interface, aimedat bridging the conceptual gap between concreteexperience and abstract concepts. Evaluationsof the software built using this frameworkshowed that the program was well received bychildren and teachers alike, and that it wasable to facilitate children's understanding of,and ability to reason about, chronology. 相似文献
12.
李娜 《湖南科技学院学报》2011,32(2)
《本爱安娜》是一部充满趣味的儿童小说,对于儿童的心理世界和外部的生活世界都有细腻的展现,而且作者对于社会生活中成人世界的问题也有所揭露。小说通过高超的叙事策略,把儿童的世界展现为表面文本,把成人世界以隐含的文本表现出来。这两种文本的结合,使得儿童的小世界中包含着成人的大世界,所以小说达到了趣味性和思想性的完美结合。 相似文献
13.
Sigal R. Benporath 《Journal of Philosophy of Education》2003,37(1):127-145
The relationship between adults and children in liberal democracies is based on two flawed assumptions that are widespread: first, that childhood is an impediment, a passing phase of impaired maturity; and second, that children benefit from the proliferation of rights ascribed to them. Social institutions, and particularly the education system, are correspondingly misconstrued. This article focuses on the combined effect of vulnerability and autonomy as they construct contemporary childhood. I conclude that adults' obligations rather than children's rights are the appropriate social, political and educational basis for adult society's relations with children. 相似文献
14.
Howard Gabennesch 《Child development》1990,61(6):2047-2059
Numerous studies have found that by late childhood individuals recognize conventional norms as social contrivances that are arbitrary, relative, and changeable. However, this conclusion conflicts with other evidence that children and adults "reify" social formations by apprehending them as something other than social products. For example, it is difficult to reconcile the phenomenon of ethnocentrism with the image of people who perceive their social worlds as arbitrary and relative. Most of the studies have questioned respondents about comparatively "transparent" rules, that is, those whose arbitrary human origins are evident. Moreover, the customary questions used to measure perceived conventionality are often simplistic indicators of a complex phenomenon. The result is an exaggerated portrayal of children's and adults' awareness of the conventionality of the social world. 相似文献
15.
基于维果茨基的经典著作《思维与语言》,深入梳理其关于科学概念的论述,逐一讨论科学概念的本质、形成过程以及发展规律,探讨维果茨基对科学概念发展的研究为教学带来的启示。维果茨基对科学概念和日常概念作出区分,开创性地指出二者是同一概念形成过程的两个方面。他结合儿童思维发展的特点,重点分析了科学概念的发展方式,指出儿童智力发展与学校教学之间的紧密联系,认为教学先于发展。教师教授科学概念时,儿童的高级心理机能尚未成熟,而是在互动教学中通过与所学概念不断建立内在联系而逐渐发展的。在这个过程中,儿童的主动性、教师的积极性和他们所处的社会环境共同构建了概念的发展,而这些教学概念和方法同时也为科学概念在儿童内部心理机能中的发展提供了有效的路径,不断深化人们对掌握概念和学科知识规律的认识。维果茨基对儿童科学概念的研究为教学研究注入了新的动力、开拓了新的角度,推动了社会建构主义理论的发展。 相似文献
16.
In this empirical study, we investigate an early childhood education activity in mathematics on the concept of ‘pattern’. The children participating in the study attend an intermediate form of schooling in Sweden called ‘the preschool class for six-year-olds’, intended to facilitate their transition from preschool to school. Following a prolonged activity over 45 minutes, we analyse for what the children are supported in discerning and what they give as evidence of having discerned in and about patterns. The theoretical point of departure is variation theory, conceptualising learning as increased discernment. The results show that in terms of the important Vygotskian distinction between ‘pseudo concepts’ and ‘concepts (proper)’, the children's discernment and what they are supported in discerning are of the former kind. Pseudo concepts are discussed as integral to the institutional form of the preschool class and premised to be important to the child's further conceptual development. 相似文献
17.
对成人而言，其生理、心理都已趋成熟，并在家庭和社会上承担多种角色，因此，成人的社会化程度比较高。这就决定了成人对什么样的学习行为是合乎道德的、什么样的学习行为是违背道德要求的，意识比较清楚。总言之，成人的学习行为都是可以进行道德评价的。儿童则不同。由于儿童身心尚待发展，角色比较单一，是非判断能力尚需提高，因此儿童的学习行为有些是属于非道德行为的，这和成人形成了鲜明对比。因此，对成人学习道德研究也就具有特殊重要的意义。 相似文献
18.
William B. Stanley Rosalind Charlesworth Stephen Looney Jeffrey Ringuest 《Early childhood research quarterly》1987,2(4)
A number of questions regarding the nature of social concept development in young children were investigated in this study. In an earlier study, a social concept picture-sorting task was developed to obtain normative data on young children's social concept development. For this replication study, a larger more heterogeneous sample was used consisting of 64 kindergarten and 65 first grade public school students from lower to upper middle-class socioeconomic levels. Profile analysis was used to compare grades, sex, and racial groups. All three variables had a significant impact on performance. Significant differences in difficulty were found among the nine concepts measured. Three of the most difficult concepts (family-not family, those who protect us, and past-present) are commonly included in early childhood curriculum. These results suggest that the level of concept development needs to be considered in planning social studies curriculum and instruction for young children. 相似文献
19.
The mutual exclusivity bias in children's word learning 总被引：2，自引：0，他引：2
W E Merriman L L Bowman 《Monographs of the Society for Research in Child Development》1989,54(3-4):1-132
Nearly every recent account of children's word learning has addressed the claim that children are biased to construct mutually exclusive extensions, that is, that they are disposed to keep the set of referents of one word from overlapping with those of others. Three basic positions have been taken--that children have the bias when they first start to learn words, that they never have it, and that they acquire it during early childhood. A review of diary and test evidence as well as the results of four experiments provide strong support for this last view and indicate that the bias develops in the months following the second birthday but does not gain full strength or become accessible to consciousness until sometime after the third birthday. Several studies also show that, after this point, it can still be counteracted by information in input or by a strong belief that something belongs to the extension of a particular word. The full body of evidence is compatible with the view that mutual exclusivity is the default option in children's and adults' procedures for integrating the extensions of new and old words. We present several arguments for the adaptive value of this kind of bias. 相似文献
20.
研究主动提供控制时间或距离一个变量恒定的问题情景,并考虑皮亚杰提出的儿童对速度具有“超越”的直觉,创设了4个难易程度不同的问题情景,采取访谈形式对59名低年级儿童的速度概念发展状况进行调查研究。结果表明：1．低年级儿童的速度概念具有位置决定倾向,幼儿园大班学生的速度概念表现出严重的位置决定论,一年级学生的速度概念有一定的进步,三年级学生的速度概念有了很大的提高,超过半数的学生从位置决定论中走出;2．低年级儿童距离概念和时间概念的发展存在不平衡性,距离概念处于优势维度。 相似文献