“Inhabitants of the Earth”: Reasoning About Folkbiological Concepts in Wichi Children and Adults
“Inhabitants of the Earth”: Reasoning About Folkbiological Concepts in Wichi Children and Adults
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“地球居民”：威奇儿童和成人民间生物学概念的推理
DOI：
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发表时间：
2016
期刊：
影响因子：
--
通讯作者：
S. Waxman
中科院分区：
文献类型：
--
作者：
A. Taverna;D. Medin;S. Waxman
在世界各地，人们形成民俗生物学类别，以捕捉他们对自然世界的常识性组织。民俗生物学范畴的结构是根据普遍的原则，也是由经验塑造的。在这里，我们提供了来自威奇的新证据，威奇是一个未被充分研究的土著社区，他们生活在查科雨林，说着自己的传统语言。共有44名Wichi（6至8岁，9至12岁，成年人）参加了一项诱导任务，旨在确定他们对一种不可见的生物特性（例如，从一个个体（人类、非人类动物或植物）到其他人类、非人类动物、植物、自然物种和人工制品。研究结果：这些结果（a）澄清了Wichi分类的内容和他们用来描述它们的词，（B）展示了隐蔽（未命名）分类的力量，（c）强化了以人为中心的推理不是关于自然推理的普遍起点的观点。实践或政策：这些研究结果对早期科学教育的影响进行了讨论。特别是，我们讨论（一）如何Wichi的consumption的自然世界可能是最好的整合时，他们到达（西方科学启发）教室和（B）如何目前的结果承担在早期科学教育的核心问题更广泛。
ABSTRACT Across the world, people form folkbiological categories to capture their commonsense organization of the natural world. Structured in accordance with universal principles, folkbiological categories are also shaped by experience. Here we provide new evidence from the Wichi—an understudied indigenous community who live in the Chaco rainforest and speak their heritage language. A total of 44 Wichi (6- to 8-year-olds, 9- to 12-year-olds, adults) participated in an induction task designed to identify how broadly they attribute an invisible biological property (e.g., an internal organ) from 1 individual (either a human, nonhuman animal, or plant) to other humans, nonhuman animals, plants, natural kinds, and artifacts. Research Findings: These results (a) clarify the content of the Wichi’s categories and the words they use to describe them, (b) showcase the power of covert (unnamed) categories, and (c) fortify the view that human-centered reasoning is not a universal starting point for reasoning about nature. Practice or Policy: Implications of these findings for early science education are discussed. In particular, we discuss (a) how the Wichi’s construal of the natural world may be best integrated when they reach the (Western science–inspired) classroom and (b) how the current results bear on central issues in early science education more broadly.
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影响因子：
4.6
作者：
J. Woolley
通讯作者：
J. Woolley
影响因子：
4.6
作者：
ROSENGREN, KS;GELMAN, SA;MCCORMICK, M
通讯作者：
MCCORMICK, M
影响因子：
1.8
作者：
Medin D;Waxman S;Woodring J;Washinawatok K
通讯作者：
Washinawatok K
影响因子：
4.6
作者：
Ferry AL;Hespos SJ;Waxman SR
通讯作者：
Waxman SR