民族生态推理发展的跨文化变化
Justin T A Busch1, Rachel E Watson-Jones1, Cristine H Legare1
1The University of Texas at Austin, USA.
概括
孩子 孩子 孩子 孩子
科学领域:
- 发展心理学 发展心理学
- 认知科学 认知科学
- 跨文化心理学 跨文化心理学
背景情况:
- 儿童对生物概念的理解是由文化和环境因素塑造的.
- 正式的教育和直接的自然体验影响了关于生物的推理.
研究的目的:
- 调查文化和教育背景如何影响儿童对生物种类的推理.
- 为了比较儿童对不同种群的物种相关性和分类的理解.
主要方法:
- 两项研究比较了美国 (西方) 和尼瓦努阿图 (非西方) 儿童的推理.
- 研究1:评估了生态相关性解释 (N=97,年龄在5-13岁之间).
- 研究2:分析了用于自然类型分类的图片分类任务 (N=106,年龄6-11岁).
主要成果:
- 尼瓦努阿图儿童使用了更多的生态,生理和实用解释; 美国儿童使用了更多的分类学解释.
- 生态推理在两种文化中普遍存在,并且随着年龄的增长而增加.
- 美国儿童更有可能将人类与动物分类,这取决于年龄的趋势.
结论:
- 儿童在全球范围内优先考虑生态推理,但分类学推理因文化和教育经验而异.
- 正式教育似乎影响了分类学生物学概念的发展.
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