PERCEPTUAL KNOWLEDGE IN INFANCY

婴儿期的感知知识

• 批准号: 2198770
• 负责人: ELIZABETH S SPELKE
• 金额: $ 19.76万
• 依托单位: CORNELL UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 1986
• 资助国家: 美国
• 起止时间: 1986-09-30 至 1998-08-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/2198770
• 关键词: PERCEPTUAL; KNOWLEDGE; INFANCY

Sixteen experiments investigate the development, in human infants, of knowledge of the immediately perceivable world. The experiments focus primarily on infants' knowledge of physical objects, and they investigate whether infants are sensitive to 5 principles governing object behavior: continuity (objects move on connected, unobstructed paths), cohesion (objects move as connected, bounded units), contact (objects act upon each other only on contact), gravity (objects move downward in the absence of support), and inertia (objects move smoothly in the absence of obstacles). Infants' knowledge in investigated by means of three methods: (1) a reaching method, focusing on infants' ability to reach predictively for a moving object by extrapolating its motion, (2) a standard preferential looking method, focusing on infants' tendency to look longer at events in which a visible object moves anomalously and (3) and invisible displacement preferential looking method, focusing on infants' tendency to look longer at the outcomes of events in which an object moves from view and then reappears at an impossible location. If infants are sensitive to a principle governing object motion, then they are expected to reach for a moving object by extrapolating its motion in accord with that principle, and they are expected to look longer at visible or partly hidden events in which an object's motion violates this principle. The long-term objectives of this proposal are (1) to elucidate core human conceptions of the world through studies of their origins in infancy, (2) to assess the accessibility, generality, and strength of infants' understanding of their surrounding, and (3) to elucidate the mechanisms by which knowledge is acquired, through study of the acquisition process. An understanding of core physical knowledge and its development might shed light on the structure and acquisition of knowledge more generally, and it should aid efforts to facilitate knowledge acquisition in formal science instruction. In the future, such understanding may contribute to the detection and treatment of children with early developing cognitive impairments.

16个实验研究了人类婴儿的发育， 对当下可感知世界的认知。实验 主要集中在婴儿对物理物体的知识， 调查婴儿是否对5项原则敏感 对象行为：连续性（对象在连接时移动， 无障碍路径）、内聚（对象以连接、有界的方式移动 单位），接触（物体只在接触时相互作用）， 重力（物体在没有支撑的情况下向下移动），以及 惯性（物体在没有障碍物的情况下平稳移动）。 采用三种方法调查幼儿的知识水平：（1） 一种接触方法，重点关注婴儿的接触能力 通过外推其运动来预测移动对象，（2） 一种标准的优先观察方法， 在一个可见物体移动的事件中， （3）隐形位移优先寻找 方法，专注于婴儿的倾向，看更长的时间在 事件的结果，其中对象从视图中移动，然后 出现在一个不可能的地方。 如果婴儿对 一个控制物体运动的原则，那么他们应该 根据雅阁推断运动物体的运动 根据这一原则，预计他们将更长时间地研究 可见或部分隐藏的事件，其中物体的运动 违反了这一原则。 这项建议的长远目标是：（1）阐明 通过研究人类对世界的核心概念， 起源于婴儿期，（2）评估可及性，一般性， 婴儿对周围环境的理解力， (3)为了阐明获得知识的机制， 通过研究收购过程。 理解核心 物理知识及其发展可能会揭示 知识的结构和获取更普遍，它 应协助努力促进知识的获取， 科学指导在未来，这种理解可能 有助于发现和治疗儿童早期 发展成认知障碍