为什么戴黄色帽子是不可能的:中国和美国儿童的可能性判断
Jenny Nissel1, Jiaying Xu1, Lihanjing Wu2
1Department of Psychology, University of Texas at Austin, 108 E. Dean Keeton Stop A8000, Austin, TX 78712, USA.
Cognition
|July 25, 2024
概括
文化背景影响孩子对可能性的理解. 虽然美国儿童越来越多地认为不太可能的事件随着年龄的增长而成为可能,但中国儿童保持着一致的观点,表明文化规范塑造了这些发展中概念.
科学领域:
- 认知发展 认知发展
- 跨文化心理学 跨文化心理学
- 可能性的哲学.
背景情况:
- 可能性可以通过认识论 (物理) 和解学 (允许性) 原则来理解.
- 文化因素可能会影响个人如何优先考虑这些原则,影响可能性概念的发展.
- 了解这些文化影响对于全面了解认知发展至关重要.
研究的目的:
- 研究美国和中国儿童发展可能性观念的跨文化差异.
- 检查认知学和德伦学约束在塑造儿童对可能性的判断中的作用.
- 探索文化对规范的评价如何影响儿童对可能的直觉的发展.
主要方法:
- 两项研究涉及251名4岁,6岁和8岁的美国和中国儿童.
- 孩子们判断不可能,不太可能和普通事件的可能性.
- 研究2评估了认识系统 (需要魔法) 和解学 (麻烦结果) 违规行为,以了解判断预测因素.
主要成果:
- 所有孩子都始终认为普通事件是可能的,不可能的事件是不可能的.
- 文化差异出现在不太可能发生的事件中:美国儿童越来越多地将它们视为可能的年龄,而中国儿童的判断保持稳定.
- 认识论判断预测了美国儿童的年龄可能发生不太可能的事件,但在中国儿童中却没有;德伦论判断没有预测性.
结论:
- 对规范的文化评价似乎塑造了儿童对可能性的发展直觉.
- 发展可能性概念受到文化环境的重大影响.
- 整合文化背景对于理解各种可能性解释至关重要.
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