CONCEPTS, CAUSATION AND COGNITIVE DEVELOPMENT

概念、因果关系和认知发展

• 批准号: 3324313
• 负责人: FRANK C KEIL
• 金额: $ 10.46万
• 依托单位: CORNELL UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 1988
• 资助国家: 美国
• 起止时间: 1988-02-01 至 1993-01-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/3324313
• 关键词: belief; child psychology; cognition; concept; human subject; psychological models; thinking

This research asks how concepts and larger causal beliefs systems, known as theories, interact in development. In doing so, it also asks how such patterns of development are relevant to general models of conceptual structure. One set of studies documents the development of coherent theoretical beliefs in the domain of biological thought. These studies show how different sets of properties may be most critical to the identity of biological kinds at different points in the preschool and elementary school years, and ask whether the youngest children use coherent biological theories to organize kinds or more general atheoretic metrics of similarity. These patterns of development are then contrasted to emerging knowledge of other biological phenomena such as inheritance, mechanisms of growth, disease, and physiology, with specific predictions about differing ways in which these areas of knowledge should be related. Other studies explore how relations between emerging theories and conceptual structure differ in natural kinds and artifacts. Among other tasks, children make inductions about properties, and explain malfunctions, anomalies and correlations. They are also presented with complex artifacts and engineered natural kinds so as to show how the distinctions between these two areas can become blurred. Finally, three studies test the more general model of conceptual and theoretical change as well as looking for certain biases in the causal beliefs underlying natural concepts in adults.

这项研究询问概念和更大的因果信念系统如何 称为理论，在发展中相互作用。 这样做的同时，也 询问这种发展模式与一般情况有何关系 概念结构模型。 一组研究记录了 在领域内形成连贯的理论信念 生物学思想。 这些研究表明不同的组如何 特性可能对于生物种类的识别最为关键 在学前班和小学的不同时期， 并询问最小的孩子是否使用连贯的生物 组织各种或更一般的非理论度量的理论 相似。 然后将这些发展模式与 其他生物现象的新兴知识，例如 遗传、生长机制、疾病和生理学， 关于这些领域的不同方式的具体预测 知识应该是相关的。 其他研究探讨了新兴理论之间的关系 自然种类和人工制品的概念结构有所不同。 除其他任务外，孩子们还对属性进行归纳， 并解释故障、异常和相关性。 他们是 还展示了复杂的人工制品和工程自然 种以显示这两个领域之间的区别 可能会变得模糊。 最后，三项研究测试了更普遍的结论 概念和理论变革的模型以及寻找 自然概念背后的因果信念存在某些偏见 成年人。