The Emergence of Folk Science

民间科学的出现

• 批准号: 7023924
• 负责人: FRANK C KEIL
• 金额: $ 25.15万
• 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 2008-03-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7023924
• 关键词: adolescence (12-20); adult human (21+); behavior test; behavioral /social science research tag; belief; child psychology; clinical research; cognition; concept; early experience; form /pattern perception; human subject; interview; middle childhood (6-11); preference; preschool child (1-5); psychobiology; thinking

DESCRIPTION (provided by applicant): This proposal examines how children and adults develop intuitive understandings of the world around them given clear evidence of the incompleteness of their knowledge. Much of the proposal is concerned with how children and adults track causal structures and use them to make inferences about categories. One set of studies examines links between children's intuitive notions about the world and their understanding of how knowledge is clustered in the minds of others. They will show that quite young children use their ideas of how the world sorts itself into patterns of regularities to make inferences about how one piece of knowledge might entail another, or the division of cognitive labor around them. This way of clustering knowledge is then compared to other ways, such as around a common goal and the developmental tension between the two is explored. A second set of studies examines how children and adults evaluate the quality of their own knowledge and that of others, revealing a powerful "illusion of explanatory depth" in which people think they know how their world works in far great detail than they actually do. The studies further show how this illusion is much stronger for explanatory forms of knowledge than forms such as knowledge of procedures or narratives and they explore how the specificity of this illusion emerges in development. Other studies in this set look at other ways children evaluate explanations for quality while grasping only few details of the explanation. Finally, a set of studies explores various ways in which children are sensitive to causal patterns that might given them a skeletal or framework kind of knowledge within which more precise notions of mechanism can further develop.

描述（由申请人提供）：该提案研究了儿童和成人如何在他们的知识不完整的明确证据下发展对周围世界的直观理解。该提案的大部分内容涉及儿童和成人如何跟踪因果结构并利用它们来推断类别。一组研究考察了儿童对世界的直觉观念与他们对知识如何在他人头脑中聚集的理解之间的联系。他们将表明，很小的孩子会利用他们对世界如何将自身分类为规律性模式的想法来推断一种知识如何蕴含另一种知识，或者围绕它们进行认知劳动的分工。然后将这种知识聚类方式与其他方式进行比较，例如围绕共同目标，并探讨两者之间的发展张力。第二组研究考察了儿童和成人如何评估自己和他人知识的质量，揭示了一种强大的“解释深度错觉”，即人们认为他们比实际更了解自己的世界是如何运作的。研究进一步表明，这种错觉对于解释性知识形式来说比程序知识或叙述性知识等形式要强烈得多，并且他们探讨了这种错觉的特殊性如何在发展中出现。这组研究中的其他研究着眼于儿童评估解释质量的其他方式，但只掌握了解释的少数细节。最后，一系列研究探讨了儿童对因果模式敏感的各种方式，这些方式可能为他们提供骨架或框架类型的知识，在这些知识中可以进一步发展更精确的机制概念。