Concepts and Theories in Human Development

人类发展的概念和理论

• 批准号: 8448769
• 负责人: Susan A. Gelman
• 金额: $ 28.09万
• 依托单位: UNIVERSITY OF MICHIGAN AT ANN ARBOR
• 依托单位国家: 美国
• 财政年份: 1998
• 资助国家: 美国
• 起止时间: 1998-09-30 至 2015-03-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8448769
• 关键词: 10 year old; Accounting; Address; Adult; Affect; Age; Attention; Belief; Belief System; Biological; Capgras Syndrome; Categories; Child; Child Language; Chiroptera; Chromosomes; Cognitive; Conflict (Psychology); Cues; Development; Disease; Educational process of instructing; Environment; Fostering; Generic Drugs; Health; Human; Human Development; Judgment; Knowledge; Label; Language; Learning; Linguistics; Link; Measures; Memory; Modeling; Nursery Schools; Ownership; Physiological; Play; Prejudice; Preschool Child; Process; Property; Public Health; Research; Role; Running; Series; Shapes; Sorting - Cell Movement; Stereotyping; Structure; Testing; Theoretical model; Time; Toddler; Training; Work; aged; base; boys; classical conditioning; early childhood; elementary school; essentialism; expectation; fly; girls; interest; long term memory; medin; member; natural language; nature versus nurture; phrases; psychologic; public health relevance; research study; social; specific language impairment; theories

Project Summary (Concepts and theories in human development) This proposal launches two new directions in the study of essentialist reasoning in children. Essentialism is the idea that certain categories have an underlying reality that determines identity and is responsible for commonalities among category members. Essentialism is argued to be an early cognitive bias (Gelman, 2003). Young children's concepts reflect a deep commitment to essentialism, which leads children to look beyond the obvious in many converging ways: when learning words, generalizing knowledge to new category members, contemplating the role of nature versus nurture, and constructing causal explanations. This framework thus argues against the standard view of children as concrete or focused on the obvious, instead claiming that children have an early, powerful tendency to search for non-obvious features. Essentialism also runs counter to claims that children build up their knowledge of the world wholly based on associative learning strategies, arguing instead that children's concepts are embedded in rich folk theories. This competing renewal builds on past work to address two aims. Part 1 examines how language serves as a mechanism for constructing and transmitting essentialist beliefs in preschool-aged children. Generic noun phrases (e.g., Bats fly at night) are a vital means of conveying essentialist concepts in natural language: they are frequent in parental input across widely distinct languages, are readily learned by young children, are understood appropriately by young children, and are retained in long-term memory. An in-depth training study is proposed that will teach young children a new concept under varied wording conditions, to chart the effects of generics and labeling on essentialist reasoning. This section will also examine the implications of different input language for children's memory for and learning of new information. Finally, studies in this section will test competing claims regarding the process by which generics are learned, and the mechanisms by which language affects categorization and similarity judgments. Part 2 examines one key hypothesized developmental underpinning of essentialism: attention to the historical path of objects, as manifest in concepts of origins, ownership, and authenticity. A series of studies is proposed to investigate the development of these core concepts in children from toddler age through elementary school. The theory predicts that preschool children will display keen sensitivity to historical path, and that such judgments will hold even when controlling for material features of objects, and when item desirability is placed in conflict with historical path. Furthermore, young children are predicted to judge that origins and ownership transmit special value to objects, although the scope of this belief is also predicted to broaden with age. Altogether, these 19 studies will provide converging and precise evidence regarding the links among concepts, language, and theory construction in early childhood, using naturalistic language analyses and experimental studies with children 2 to 10 years of age.

项目摘要（人类发展的概念和理论） 该提案在研究儿童本质主义推理的研究中启动了两个新的方向。本质主义是 某些类别具有决定身份并负责的基本现实的想法 类别成员之间的共同点。本质主义被认为是早期的认知偏见（盖尔曼， 2003）。幼儿的概念反映了对本质主义的深刻承诺，这使孩子们看上去 除了许多融合的方式之外 成员考虑自然与养育的作用，并建立因果解释。这 因此，框架反对儿童的标准观点是具体的或专注于明显的，而是 声称孩子有早期，有力的倾向来寻找非明显的特征。本质主义也是如此 反对声称孩子完全基于社会学习建立对世界的知识 相反，策略认为儿童的概念嵌入了富有的民间理论中。 这种竞争性更新是基于过去的工作来解决两个目标的基础。第1部分研究语言如何 是建造和传播学龄前儿童本质主义信念的机制。 通用名词短语（例如，晚上蝙蝠飞行）是传达自然概念的重要手段 语言：它们经常在跨父母的跨语言中，年轻人很容易学到 儿童被幼儿适当地理解，并留在长期记忆中。深度 提出了培训研究，该研究将在各种措辞条件下教幼儿一个新概念 绘制仿制药和标签对本质主义推理的影响。本节还将检查 不同输入语言对儿童记忆和学习新信息的含义。最后， 本节中的研究将测试有关仿制药的竞争主张，以及 语言影响分类和相似性判断的机制。第2部分检查一个钥匙 假设的基本主义的发展基础：注意物体的历史途径，作为 在起源，所有权和真实性的概念中表现出来。提出了一系列研究来研究 通过小学到小学的孩子的儿童中这些核心概念的发展。理论 预测学龄前儿童将对历史道路表现出敏锐的敏感性，并且这种判断将保持 即使控制对象的材料特征，以及将物品的可取性与之冲突时 历史道路。此外，预计幼儿可以判断起源和所有权传播特殊 对物体的价值，尽管这种信念的范围也被预测随着年龄的增长而扩大。 总之，这19项研究将提供有关融合和精确的证据 幼儿时期的概念，语言和理论构建，使用自然主义的语言分析和 对2至10岁儿童的实验研究。

项目成果

Learning from others: children's construction of concepts.

• DOI: 10.1146/annurev.psych.59.103006.093659
• 发表时间: 2009
• 期刊: Annual review of psychology
• 影响因子: 24.8
• 作者: Gelman SA

Generics license 30-month-olds' inferences about the atypical properties of novel kinds.

泛型允许 30 个月大的孩子对新奇事物的非典型特性进行推断。

• DOI: 10.1037/dev0000183
• 发表时间: 2016
• 期刊: Developmental psychology
• 影响因子: 4
• 作者: Graham,SusanA;Gelman,SusanA;Clarke,Jessica
• 通讯作者: Clarke,Jessica

Effects of generic language on category content and structure.

• DOI: 10.1016/j.cogpsych.2010.06.001
• 发表时间: 2010-11
• 期刊: Cognitive psychology
• 影响因子: 2.6
• 作者: Gelman SA;Ware EA;Kleinberg F
• 通讯作者: Kleinberg F

Iconic realism or representational blindness? How young children and adults reason about pictures and objects.

• DOI: 10.1080/15248372.2020.1802276
• 发表时间: 2020
• 期刊: Journal of cognition and development : official journal of the Cognitive Development Society
• 作者: Marchak KA;Bayly B;Umscheid V;Gelman SA
• 通讯作者: Gelman SA

Categories influence predictions about individual consistency.

• DOI: 10.1111/j.1467-8624.2008.01188.x
• 发表时间: 2008-09
• 期刊: Child development
• 影响因子: 4.6
• 作者: M. Rhodes;S. Gelman