PRESCHOOLERS QUESTIONS AND PARENTS EXPLANATIONS - CAUSAL THINKING IN EVERYDAY ACTIVITY
PRESCHOOLERS QUESTIONS AND PARENTS EXPLANATIONS - CAUSAL THINKING IN EVERYDAY ACTIVITY
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DOI：
10.1016/0885-2014(92)90012-g
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发表时间：
1992-04-01
影响因子：
1.8
通讯作者：
OAKES, LM
中科院分区：
文献类型：
--
作者：
CALLANAN, MA;OAKES, LM
概念发展的最新趋势侧重于(A)儿童的概念如何嵌入到关于特定知识领域的因果理论中，以及(B)儿童的概念知识如何在日常对话的背景下发展。本文探讨了学龄前儿童在日常对话中的因果问题，作为了解儿童发展因果知识结构的窗口，以及这种因果知识在日常活动中发展的过程。家长们被要求保留为期两周的日记，记录下他们的孩子关于“事情是如何运作的”和“为什么事情会发生”的问题。从多个维度分析了孩子们的问题和家长的解释。孩子们的问题反映了对理论领域的好奇心，包括对社会和物理因果关系的推理。大多数家长对“为什么”和“如何”问题的回答都是因果关系的解释。在每个年龄段，父母对因果问题的反应更多地集中在先前的因果因素上，而不是因果后果上。这些结果对儿童在不同领域的发展知识以及他们对什么是因果解释的发展知识的影响进行了讨论。
Recent trends in conceptual development have focused attention on (a) how children's concepts are embedded within causal theories about specific domains of knowledge, and (b) how children's conceptual knowledge develops within the context of everyday conversations. This article explores preschoolers' causal questions in everyday conversations, as a window on children's developing causal knowledge structures and on the processes by which this causal knowledge develops within everyday activities. Parents were asked to keep 2-week diary records of their children's questions about "how things work" and "why things happen." Children's questions and parents' explanations were analyzed along several dimensions. Children's questions reflected curiosity about theorylike domains, including reasoning about social as well as physical causality. The majority of parents' responses to "why" and "how" questions were causal explanations. At each age, parents' responses to causal questions focused on prior causal factors more often than on causal consequences. The results are discussed in terms of their implications for children's developing knowledge in different domains as well as for their developing knowledge about what counts as a causal explanation.