PERCEPTUAL KNOWLEDGE IN INFANCY

婴儿期的感知知识

• 批准号: 2025174
• 负责人: ELIZABETH S SPELKE
• 金额: $ 2.21万
• 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 1996-12-20
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/2025174
• 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展 了解立即可感知的世界。实验 主要关注婴儿对身体对象的了解，它们 调查婴儿是否对5个管理原则敏感 对象行为：连续性（对象移动连接， 毫无疑问的路径），内聚力（对象随着连接而移动，有限 单位），联系（对象仅在接触时互相起作用）， 重力（物体在没有支持的情况下向下移动），并且 惯性（物体在没有障碍的情况下平稳移动）。 婴儿通过三种方法进行调查的知识：（1） 一种到达方法，专注于婴儿达到的能力 通过推断运动对象，（2）可以预测地进行移动对象 一种标准的优惠方法，专注于婴儿 倾向于查看可见物体移动的事件更长的趋势 异常以及（3）和隐形位移优先外观 方法，专注于婴儿的倾向更长的趋势 对象从视图移动的事件的结果，然后 在不可能的位置重新出现。 如果婴儿对 关于对象运动的原则，然后他们应 通过以相关的方式推断其运动来达到移动物体 有了这个原则，他们应该看得更长 对象运动的可见或部分隐藏事件 违反了这一原则。 该提案的长期目标是（1）阐明 通过研究他们的核心人类观念 起源于婴儿期，（2）评估可访问性，一般性， 和婴儿对周围环境的理解的力量，以及 （3）阐明获得知识的机制， 通过研究收购过程。 对核心的理解 物理知识及其发展可能会阐明 更广泛地结构和获取知识，它 应该有助于促进正式知识的知识获取 科学教学。将来，这种理解可能 有助于对早期儿童的检测和治疗 发展认知障碍。