权益分类	功能权益	普通用户	{{item.name}}会员
{{category.name}}	{{benefitItem.name}}

The Development of Structural Thinking about Social Categories

关于社会范畴的结构性思维的发展

基本信息

批准号：
1948630
负责人：
Tania Lombrozo
金额：
$ 49.82万
依托单位：
Princeton University
依托单位国家：
美国
项目类别：
Standard Grant
财政年份：
2018
资助国家：
美国
起止时间：
2018-07-01 至 2022-06-30
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1948630&HistoricalAwards=false
关键词：
Development Structural Thinking about Social

项目摘要

One way children make sense of the social world is by forming mental representations of categories of people, such as "girls" and "boys" or "children" and "adults." Forming such categories is a useful way to summarize information and to support novel inferences. For instance, if you learn that a person belongs to the category "child," you can infer that the person is young. This work investigates what children's social categories look like, and how their categories affect the way they explain and reason about aspects of the social world. In particular, the experiments focus on whether and when children are able to appreciate that members of a social category can be associated with a property not only because of shared intrinsic characteristics or preferences, but also as a consequence of the larger social structure in which the category members are situated. For instance, girls could be associated with pink clothing because they have an intrinsic preference for pink, or instead because they are embedded in a social structure that increases the probability that they will select pink, perhaps due to external constraints such as availability and social acceptability. Reasoning about social categories in this way requires "structural thinking." The proposed work will chart the development and consequences of structural thinking from preschool through early childhood.Understanding the nature and development of social categories is important for a variety of reasons. At a theoretical level, structural thinking challenges dominant approaches to the representation of social categories, and therefore opens up new theoretical possibilities. At a practical level, understanding how children learn and reason about social categories is crucial for developing effective ways to mitigate the effects of harmful stereotypes, which could negatively affect not only a child's interactions with others, but also how the child thinks about him- or herself. More generally, structural thinking plays an important role in our ability to reason effectively about most complex systems: people embedded in social structures, individual species operating within ecosystems, or cities operating within state and federal guidelines, to name just a few. Understanding when and how structural thinking emerges can inform the development of educational efforts in childhood and support better decision-making in adulthood.

儿童理解社会世界的一种方式是形成对人类别的心理表征，例如“女孩”和“男孩”或“儿童”和“成人”。形成这样的分类是一个有用的方式来总结信息和支持新的推论。例如，如果你知道一个人属于“孩子”类别，你可以推断出这个人很年轻。这项工作调查了儿童的社会类别是什么样子的，以及他们的类别如何影响他们解释和推理社会世界各个方面的方式。特别是，实验关注的是儿童是否以及何时能够认识到，一个社会类别的成员不仅由于共同的内在特征或偏好，而且由于类别成员所处的更大的社会结构，可以与一个属性联系在一起。例如，女孩可能与粉红色服装联系在一起，因为她们对粉红色有内在的偏好，或者因为她们嵌入了一种社会结构，这种结构增加了她们选择粉红色的可能性，这可能是由于可获得性和社会可接受性等外部限制。以这种方式对社会类别进行推理需要“结构思维”。提出的工作将图表结构思维的发展和后果，从学龄前到幼儿期。由于各种原因，了解社会类别的性质和发展是很重要的。在理论层面上，结构思维挑战了社会类别表征的主流方法，从而开辟了新的理论可能性。在实践层面上，了解儿童如何学习和推理社会类别对于开发有效方法来减轻有害刻板印象的影响至关重要，这种刻板印象不仅会对儿童与他人的互动产生负面影响，还会对儿童如何看待自己产生负面影响。更一般地说，结构性思维在我们对大多数复杂系统进行有效推理的能力中发挥着重要作用：嵌入社会结构的人，生态系统内运作的个体物种，或在州和联邦指导方针下运作的城市，仅举几例。了解结构性思维何时以及如何出现，可以为儿童时期教育工作的发展提供信息，并为成年后更好的决策提供支持。