Conceptual and Semantic Development as Theory Change: The Case of Object Permanence
Conceptual and Semantic Development as Theory Change: The Case of Object Permanence
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概念和语义的发展随着理论的变化：对象持久性的案例
DOI：
10.1111/j.1468-0017.1988.tb00143.x
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发表时间：
1988
期刊：
影响因子：
2
通讯作者：
A. Gopnik
中科院分区：
文献类型：
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作者：
A. Gopnik
在本文中，我将论证在儿童关于世界的知识的发展和科学理论的发展之间存在许多重要的结构相似性。这些论点最近被应用于儿童后期的各种认知发展（Carey 1986, Karmiloff-Smith 1986）。在这里，我想说的是，这些相似之处甚至可以在婴儿时期发现。作为一种案例研究，我将建议如何将这种理论形成模型应用于一个特别著名的早期认知发展，即“客体持久性”的发展。其次，我将提供一些证据，证明这一理论形成过程不仅反映在儿童的认知发展中，也反映在他们的语义发展中；许多早期的词汇最好被理解为理论术语。最后，我将简要地考虑这些论点对认知和意义的一般模型的影响。
In this paper I will argue that there are a number of significant structural similarities between the development of children’s knowledge about the world and the development of scientific theories. Such arguments have recently been applied to a variety of cognitive developments in later childhood (Carey 1986, Karmiloff-Smith 1986). I will suggest here that these similarities can be found even in infancy. As a sort of case study I will suggest how this theory-formation model may be applied to one particularly well-known early cognitive development, the development of’objectpermanence’. Second, I will present some evidence that this theory-fonnation process is reflected in children’s semantic development as well as in their cognitive development; many early words are best understood as theoretical terms. Finally, I will briefly consider the implications of these arguments for general models of cognition and meaning.