EXPLANATION, CASE & MECHANISM IN CONCEPTUAL DEVELOPMENT

解释、案例

• 批准号: 6351379
• 负责人: FRANK C KEIL
• 金额: $ 16.66万
• 依托单位: YALE 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 2003-01-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/6351379
• 关键词: adult human (21+); behavior test; behavioral /social science research tag; belief; bias; child psychology; clinical research; cognition; concept; form /pattern perception; human subject; instinct; middle childhood (6-11); neural information processing; preference; preschool child (1-5); psychobiology; thinking

DESCRIPTION: Concept acquisition, structure and use intimately depend on the larger explanatory systems in which concepts are embedded; yet, there has been little work exploring how such systems of explanation develop and come to influence concepts. Six sets of studies will explore how intuitive explanations and understandings emerge in development and how they are related to notions of cause, mechanism and agency. These issues are then linked to broader questions of what concepts are and how they develop. One set of studies explores how a key aspect of explanatory belief works far above the level of knowledge of specific mechanisms and instead involves knowing what sorts of properties are causally potent in a domain and how they are likely to interact. These patterns vary dramatically across large scale domains of phenomena and a partial understanding of these patterns emerges very early in development and guides learning of more detailed beliefs in domains. A second set of studies show children know that explanations and mechanisms are related even when they know few, if any, details of those explanations and mechanisms. They accomplish this by picking up on abstract relational patterns shared by natural phenomena that might appear on the surface to be quite different. A third set of studies explores how children develop preferences for some novel explanations over others even when there is little or no specific knowledge of the phenomena under explanation. A fourth set of studies examines how emerging knowledge of concrete mechanisms acts a bridge between frequency based information and abstract explanatory principles and how it can distort judgments as well as aid them. A fifth set of studies explores constraints on notions of agency and how limitations on those senses strongly guides explanatory constructs. Finally, a set of studies asks about information that children might use to infer the reliabilities of explanations and how this understanding is related to an emerging appreciation of the necessary division of cognitive labor for detailed explanatory knowledge.

描述：概念的获取、结构和使用密切依赖于 嵌入概念的更大的解释系统；然而，有 很少有工作探索这种解释系统是如何发展和 来影响概念。 六组研究将探讨如何直观地 解释和理解是在发展过程中出现的，以及它们是如何发生的 与原因、机制和机构的概念相关。 那么这些问题 与更广泛的问题相关，例如概念是什么以及它们如何发展。 一 一系列研究探讨了解释性信念的一个关键方面如何发挥作用 高于特定机制的知识水平，而是涉及 知道在一个领域中哪些属性具有因果关系以及如何 他们很可能会互动。 这些模式在大范围内差异很大 现象的尺度域以及对这些模式的部分理解 在开发的早期就出现并指导更详细的学习 对领域的信念。 第二组研究表明孩子们知道 即使他们知道的很少（如果有的话），解释和机制也是相关的， 这些解释和机制的细节。 他们通过以下方式实现这一目标 拾取自然现象所共有的抽象关系模式 表面上看起来可能截然不同。 第三组研究 探讨儿童如何对一些新颖的解释产生偏好 其他人即使对现象知之甚少或没有具体知识 解释下。 第四组研究探讨了新兴知识如何 具体机制在基于频率的信息和 抽象的解释原则以及它如何扭曲判断以及 帮助他们。 第五组研究探讨了对代理概念的限制 以及这些感官的限制如何强烈指导解释性构造。 最后，一组研究询问了儿童可能会使用的信息 推断解释的可靠性以及这种理解是如何的 与对认知的必要划分的新兴认识有关 努力获得详细的解释性知识。