Developmental Changes in Strategies for Gathering Evidence About Biological Kinds

Developmental Changes in Strategies for Gathering Evidence About Biological Kinds
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收集生物种类证据策略的发展变化

DOI:
10.1111/cogs.12837
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发表时间:
2020
期刊:
影响因子:
2.5
通讯作者:
Rhodes, Marjorie
Rhodes, Marjorie
中科院分区:
心理学3区
文献类型:
--
作者:
Foster‐Hanson, Emily;Moty, Kelsey;Cardarelli, Amanda;Ocampo, John Daryl;Rhodes, Marjorie

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人们如何收集证据样本来了解世界?成年人通常更喜欢从不同的来源收集证据,例如,选择测试一只知更鸟和一只火鸡,以确定鸟类是否普遍存在。然而,9岁以下的儿童通常不考虑样本多样性,而是处理非多样性样本(例如,两个知更鸟)和不同的样本作为同等的信息。目前的研究(N= 247)发现,这种不连续性源于评估证据的标准的发展变化-年幼的儿童选择从最接近理想化观点的样本中学习类别成员应该是什么样的(例如,最快的猎豹),随着年龄的逐渐变化,样本覆盖更多的类别内变化(例如,不同速度的猎豹)。这些发现对概念结构和归纳推理之间的关系,以及归纳推理的机制有更广泛的意义。
How do people gather samples of evidence to learn about the world? Adults often prefer to sample evidence from diverse sources—for example, choosing to test a robin and a turkey to find out if something is true of birds in general. Children below age 9, however, often do not consider sample diversity, instead treating non‐diverse samples (e.g., two robins) and diverse samples as equivalently informative. The current study (N= 247) found that this discontinuity stems from developmental changes in standards for evaluating evidence—younger children chose to learn from samples that best approximate idealized views of what category members are supposed to be like (e.g., the fastest cheetahs), with a gradual shift across age toward samples that cover more within‐category variation (e.g., cheetahs of varying speeds). These findings have implications for the relation between conceptual structure and inductive reasoning, and for the mechanisms underlying inductive reasoning more generally.
DOI: 10.1016/j.cogdev.2004.05.004
发表时间: 2004-07-01
影响因子: 1.8
作者:
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通讯作者: Shiverick, SM
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DOI: 10.1037/a0023916
发表时间: 2011
期刊: Journal of experimental psychology. Learning, memory, and cognition
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