Humans (really) are animals: picture-book reading influences 5-year-old urban children's construal of the relation between humans and non-human animals.
Humans (really) are animals: picture-book reading influences 5-year-old urban children's construal of the relation between humans and non-human animals.
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DOI：
10.3389/fpsyg.2014.00172
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发表时间：
2014
影响因子：
3.8
通讯作者：
Medin DL
中科院分区：
文献类型：
--
作者：
Waxman SR;Herrmann P;Woodring J;Medin DL
人类和非人类动物之间的关系是什么？从生物学的角度来看，我们认为人类是众多物种中的一个，但在我们为儿童创作的寓言和电影中，我们经常提供一种以人类为中心的视角，将非人类动物灌输给人类的特征。这些截然不同的观点对儿童关于自然世界的推理有什么影响？有些人认为，儿童普遍开始以生物为中心的观点，获得生物观点需要基本的概念变化（参见）。但最近的研究表明，这种以自我为中心的观点，在城市5岁的孩子身上得到了证明，在3岁的孩子身上并不明显。这表明，儿童在对生物现象进行推理时，以生物中心为视角并不是必不可少的第一步。在本文中，我们引入了一个启动操作，以评估是否5岁的推理一个新的生物特性是由他们在儿童读物中遇到的观点的影响。就在参与推理任务之前，每个孩子都和实验者一起读了一本关于熊的书。不同的是熊是从拟人化的角度（贝伦斯坦熊）还是从生物学的角度（动物百科全书）来描绘的。启动产生了戏剧性的效果。阅读《贝伦斯坦熊》的孩子表现出标准的以动物为中心的推理模式，而那些阅读《动物百科全书》的孩子则采用了生物模式。这提供了证据表明，城市5岁的孩子可以采取生物或以人为本的立场，这取决于上下文。因此，儿童书籍和其他媒体是一把双刃剑。媒体可能（无意中）支持幼儿以人为本的推理，但也可能有助于将儿童的注意力重新引导到生物模型上。
What is the relation between humans and non-human animals? From a biological perspective, we view humans as one species among many, but in the fables and films we create for children, we often offer an anthropocentric perspective, imbuing non-human animals with human-like characteristics. What are the consequences of these distinctly different perspectives on children’s reasoning about the natural world? Some have argued that children universally begin with an anthropocentric perspective and that acquiring a biological perspective requires a basic conceptual change (cf.). But recent work reveals that this anthropocentric perspective, evidenced in urban 5-year-olds, is not evident in 3-year-olds. This indicates that the anthropocentric perspective is not an obligatory first step in children’s reasoning about biological phenomena. In the current paper, we introduced a priming manipulation to assess whether 5-year-olds’ reasoning about a novel biological property is influenced by the perspectives they encounter in children’s books. Just before participating in a reasoning task, each child read a book about bears with an experimenter. What varied was whether bears were depicted from an anthropomorphic (Berenstain Bears) or biological perspective (Animal Encyclopedia). The priming had a dramatic effect. Children reading the Berenstain Bears showed the standard anthropocentric reasoning pattern, but those reading the Animal Encyclopedia adopted a biological pattern. This offers evidence that urban 5-year-olds can adopt either a biological or a human-centered stance, depending upon the context. Thus, children’s books and other media are double-edged swords. Media may (inadvertently) support human-centered reasoning in young children, but may also be instrumental in redirecting children’s attention to a biological model.
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影响因子：
0.4
作者：
Anggoro, Florencia K.;Medin, Douglas L.;Waxman, Sandra R.
通讯作者：
Waxman, Sandra R.
影响因子：
4.6
作者：
Coley, JD
通讯作者：
Coley, JD
影响因子：
2.3
作者：
Dehghani, Morteza;Bang, Megan;Waxman, Sandra
通讯作者：
Waxman, Sandra
影响因子：
4.6
作者：
Ganea, Patricia A.;Ma, Lili;DeLoache, Judy S.
通讯作者：
DeLoache, Judy S.
影响因子：
2.1
作者：
Ganea, Patricia A.;Pickard, Megan Bloom;DeLoache, Judy S.
通讯作者：
DeLoache, Judy S.