Situated naïve physics: task constraints decide what children know about density.
Situated naïve physics: task constraints decide what children know about density.
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设定朴素的物理学：任务限制决定了孩子们对密度的了解。
DOI：
10.1037/a0020977
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发表时间：
2010
期刊：
影响因子：
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通讯作者：
VanOrden,GuyC
中科院分区：
文献类型：
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作者：
Kloos,Heidi;Fisher,Anna;VanOrden,GuyC
孩子们对密度的理解充满了误解至少看起来是这样。然而，即使是学龄前儿童有时似乎也能理解密度。本文旨在通过研究不同实验方案中的约束性质来调和这些相互冲突的结果。报告对密度的误解的协议使用刺激安排，使质量和体积的差异比密度的差异更显着。相比之下，报告成功的性能协议使用的刺激安排，可能会增加密度的显着性。为了验证这一假设，本实验操纵物体密度的显著性。2至9岁的儿童和成年人回答一个物体放在水中是否会下沉或漂浮。结果表明，儿童的表现完全相同的对象不同的功能的显着性的密度的尺寸，相对于质量和体积的尺寸。这些结果支持的想法，限制，而不是稳定的知识驱动的性能，与教孩子的非显而易见的概念，如密度的影响。
Children's understanding of density is riddled with misconceptions—or so it seems. Yet even preschoolers at times appear to understand density. This article seeks to reconcile these conflicting outcomes by investigating the nature of constraints available in different experimental protocols. Protocols that report misconceptions about density used stimulus arrangements that make differences in mass and volume more salient than differences in density. In contrast, protocols that report successful performance used stimulus arrangements that might have increased the salience of density. To test this hypothesis, the present experiments manipulate the salience of object density. Children between 2 and 9 years of age and adults responded whether an object would sink or float when placed in water. Results indicated that children's performance on exactly the same objects differed as a function of the saliency of the dimension of density, relative to the dimensions of mass and volume. These results support the idea that constraints—rather than stable knowledge—drive performance, with implications for teaching children about nonobvious concepts such as density.