Learning from others: children's construction of concepts.
Learning from others: children's construction of concepts.
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DOI：
10.1146/annurev.psych.59.103006.093659
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发表时间：
2009
影响因子：
24.8
通讯作者：
Gelman SA
中科院分区：
文献类型：
--
作者：
Gelman SA
儿童的许多知识不是来自他们对环境的直接体验，而是来自他人的投入。然而，直到最近，在概念发展的研究重点主要是对儿童的知识，相对较少关注的性质的输入。过去10年，焦点发生了重要转变。本章通过考察输入的性质和学习者的性质来回顾这种方法，以阐明早期的概念学习。这些发现反驳了概念发展要么是由环境提供要么是先天指定的简单概念，而是展示了两者如何共同作用。儿童如何调和竞争的信仰体系的影响也进行了讨论。
Much of children’s knowledge is derived not from their direct experiences with the environment but rather from the input of others. However, until recently, the focus in studies of concept development was primarily on children’s knowledge, with relatively little attention paid to the nature of the input. The last 10 years have seen an important shift in focus. This chapter reviews this approach, by examining the nature of the input, and the nature of the learner, to shed light on early conceptual learning. These findings argue against the simple notion that conceptual development is either supplied by the environment or innately specified, and instead demonstrate how the two work together. The implications for how children reconcile competing belief systems are also discussed.
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