Individuation of objects and events: a developmental study.
Individuation of objects and events: a developmental study.
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物体和事件的个体化：一项发展研究。
DOI：
10.1016/s0010-0277(03)00143-4
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发表时间：
2003
期刊：
影响因子：
3.4
通讯作者：
Carey,Susan
中科院分区：
文献类型：
--
作者：
Wagner,Laura;Carey,Susan
本研究考察了儿童在物体和事件领域使用语言来指导他们选择个性化标准的能力。以前的工作(Shipley，E.F.，&SepPerson，B.(1990)。可数实体：发展变化。认知，34,109-136。)研究表明，儿童在计算物体时有很强的时空个别化策略，而且儿童会忽略相互冲突的语言描述，而偏向于这种时空偏见。实验一要求儿童(3岁、4岁和5岁)和成人在不同的语言描述下对物体和事件进行计数。在客体任务中，受试者计算被分成多个部分的熟悉物体的图片(如Shipley，E.F.，&SepPerson，B.(1990))。可数实体：发展变化。认知，34,109-136。)并且使用适当的种类标签(例如，“汽车”)或一般术语“东西”来描述。在活动任务中，受试者观看由目标导向的事件组成的动画短片，这些活动是通过多个时间上分开的步骤实现的。以目标为目标的适当的Telic谓词(例如“画一朵花”)或以过程中的步骤为目标的atelic谓词(例如“画”)来描述事件，并且受试者的任务是对事件进行计数。相对于成人，儿童在这两个任务中都更喜欢时空计数策略；三组儿童之间没有差异。然而，儿童能够显著改变他们的计数策略，以遵循事件中的语言描述，而不是客体任务。实验2将对象任务扩展到包括对其他类型的非时空单位的计数，例如对象和集合的子部分。结果表明，儿童能够使用语言描述来指导他们对这些新项目的计数策略，尽管他们继续表现出对收集的时空个性化策略的偏见。我们提出了时空个别化偏差的潜在认知来源，以及它如何与儿童发展的语言知识相互作用。
This study investigates children's ability to use language to guide their choice of individuation criterion in the domains of objects and events. Previous work (Shipley, E. F., & Shepperson, B. (1990). Countable entities: developmental changes. Cognition, 34, 109–136.) has shown that children have a strong bias to use a spatio-temporal individuation strategy when counting objects and that children will ignore a conflicting linguistic description in favor of this spatio-temporal bias. Experiment 1 asked children (3-, 4-, and 5-year-olds) and adults to count objects and events under different linguistic descriptions. In the object task, subjects counted pictures of familiar objects split into multiple pieces (as in Shipley, E. F., & Shepperson, B. (1990). Countable entities: developmental changes. Cognition, 34, 109–136.) and described either using an appropriate kind label (e.g. “car”) or the general term “thing”. In the event task, subjects watched short animated movies consisting of a goal-oriented event achieved via multiple, temporally separated steps. The events were described either with an appropriate telic predicate targeting the goal (e.g. “paint a flower”) or with an atelic predicate targeting the steps in the process (e.g. “paint”) and the subjects' task was to count the events. Relative to adults, children preferred a spatio-temporal counting strategy in both tasks; there was no difference among the three groups of children. However, children were able to significantly change their counting strategy to follow the linguistic description in the event but not the object task. Experiment 2 extended the object task to include counting of other types of non-spatio-temporal units such as sub-parts of objects and collections. Results showed that children could use the linguistic descriptions to guide their counting strategy for these new items, though they continued to show a bias for a spatio-temporal individuation strategy with the collections. We suggest potential cognitive origins for the spatio-temporal individuation bias and how it interacts with children's developing linguistic knowledge.
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DOI：
10.1093/clinids/9.supplement_4.s372
发表时间：
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期刊：
Reviews of infectious diseases
影响因子：
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作者：
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DOI：
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发表时间：
1987
期刊：
Reviews of infectious diseases
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DOI：
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发表时间：
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期刊：
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