The development of children's ability to use evidence to infer reality status.
The development of children's ability to use evidence to infer reality status.
复制标题
发展儿童利用证据推断现实状况的能力。
DOI：
10.1111/j.1467-8624.2008.01248.x
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发表时间：
2009
影响因子：
4.6
通讯作者：
Woolley,JacquelineD
中科院分区：
文献类型：
--
作者：
Tullos,Ansley;Woolley,JacquelineD
这些研究调查儿童如何利用科学推理来推断新奇实体的现实状态。 4 至 8 岁的孩子听说过新奇的实体，并被要求从 3 种类型的证据中推断其现实状态：支持证据、不相关证据和无证据。实验 1 显示孩子们使用支持性与不相关性，并且没有证据差异。实验2表明，没有初始现实状态偏见的儿童比有偏见的儿童更善于评估证据。总之，从证据推断现实状况的能力在 4 岁到 6 岁之间逐渐发展，当他们的评估没有偏见时，孩子会表现得更好。
These studies investigate children’s use of scientific reasoning to infer the reality status of novel entities. Four‐ to 8‐year‐olds heard about novel entities and were asked to infer their reality status from 3 types of evidence: supporting evidence, irrelevant evidence, and no evidence. Experiment 1 revealed that children used supporting versus irrelevant and no evidence differentially. Experiment 2 demonstrated that children without initial reality status biases were better at evaluating evidence than were biased children. In conclusion, the ability to infer reality status from evidence develops incrementally between ages 4 and 6, and children perform better when their evaluation is free from bias.