Preschoolers use pedagogical cues to guide radical reorganization of category knowledge
Preschoolers use pedagogical cues to guide radical reorganization of category knowledge
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DOI：
10.1016/j.cognition.2013.10.002
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发表时间：
2014-01-01
期刊：
影响因子：
3.4
通讯作者：
Markman, Ellen M.
中科院分区：
文献类型：
--
作者：
Butler, Lucas P.;Markman, Ellen M.
在构建对世界的概念性理解时，儿童必须积极地评估哪些信息是特殊的或肤浅的，哪些是本质的，定义关于种类和类别的信息。学龄前儿童观察到的关于新物体的功能（磁性）的相同证据以微妙的不同方式产生：偶然的，有意的，或通过交流和教学方式展示的。只有当证据被明确地证明对他们有利时，孩子们才会可靠地超越显著的感知特征（颜色或形状），推断出功能是一个决定性的属性，并以此为基础对类别成员进行判断。儿童在推理新的感知属性时没有表现出这种模式，这表明教学交际环境可能对儿童学习人工制品功能特别重要。在教学环境中观察功能证据有助于儿童构建根本不同的新类别概念，这些概念不是由表面的外观定义的，而是由更深层次的功能特性定义的。(C) 2013 Elsevier B.V.版权所有
In constructing a conceptual understanding of the world, children must actively evaluate what information is idiosyncratic or superficial, and what represents essential, defining information about kinds and categories. Preschoolers observed identical evidence about a novel object's function (magnetism) produced in subtly different manners: accidentally, intentionally, or demonstrated communicatively and pedagogically. Only when evidence was explicitly demonstrated for their benefit did children reliably go beyond salient perceptual features (color or shape), to infer function to be a defining property on which to base judgments about category membership. Children did not show this pattern when reasoning about a novel perceptual property, suggesting that a pedagogical communicative context may be especially important for children's learning about artifact functions. Observing functional evidence in a pedagogical context helps children construct fundamentally different conceptions of novel categories as defined not by superficial appearances but by deeper, functional properties. (C) 2013 Elsevier B.V. All rights reserved.