Language and Experience Influence Children's Biological Induction
Language and Experience Influence Children's Biological Induction
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DOI：
10.1163/156853710x497220
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发表时间：
2010-01-01
影响因子：
0.4
通讯作者：
Waxman, Sandra R.
中科院分区：
文献类型：
--
作者：
Anggoro, Florencia K.;Medin, Douglas L.;Waxman, Sandra R.
孩子们对生物概念的推理不仅受到他们在自然世界和课堂上的经历的影响，还受到这些概念的命名方式的影响。在英语中，动物可以指(A)完全非人类的动物，或(B)所有有生命的生物(人类和非人类动物)。在印尼语中，这类生物没有专门的名字。在这里，我们问，命名上的差异是否会对儿童对人类和非人类动物的推理产生影响。英语和印度尼西亚语儿童的研究结果显示，儿童在6岁时在推理方面存在差异，这种差异在9岁时减弱。这些结果表明，不仅命名习惯，而且与生物相关的正式和非正式学习经历都会影响儿童对生物概念的推理。
Children's reasoning about biological concepts is influenced not only by their experiences in the natural world and in their classrooms, but also by the way that these concepts are named. In English, 'animal' can refer either to (a) exclusively non-human animals, or (b) all animate beings (human and non-human animals). In Indonesian, this category of animate beings has no dedicated name. Here, we ask whether this difference in naming has consequences for children's reasoning about humans and non-human animals. Results from English-and Indonesianspeaking children reveals differences in reasoning at age 6, differences that become attenuated by age 9. These results suggest that not only naming practices, but also biologically-relevant formal and informal learning experiences, influence children's reasoning about biological concepts.