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文化投入如何塑造理想化的生物原型的发展
Emily Foster-Hanson1, Katherine M Ziska2, Marjorie Rhodes3
1Department of Psychology, Swarthmore College.
概括
孩子 孩子 孩子 孩子
科学领域:
- 认知发展 认知发展
- 发展心理学 发展心理学
- 社会认知是指社会认知.
背景情况:
- 幼儿经常形成狭窄的,理想化的类型原型.
- 他们专注于类别应该是什么样子,忽视了现实世界的变化.
- 这种倾向可能受到成年人沟通模式的影响.
研究的目的:
- 研究成人沟通如何塑造儿童对理想化的原型的依赖.
- 检查实质主义和远程学偏见在原型形成中的作用.
- 了解儿童分类中的概念偏见的发展.
主要方法:
- 两项研究 (N=281) 涉及7至8岁的美国儿童.
- 儿童接触到关于新鲜和熟悉的动物类别的不同沟通方式.
- 评估儿童对类别成员的看法及其对特征分布的期望.
主要成果:
- 孩子们在听到各种功能的解释后,将平均类别成员视为更典型的原型.
- 对各种功能的解释影响了对新动物的原型感知.
- 孩子们期望理想特征更常见,表明对同质性的假设.
结论:
- 孩子们的理想化原型是由概念偏见的文化传播所塑造的.
- 成年人的沟通,特别是关于功能,影响了孩子们的理想化类别观点.
- 孩子们的理想化原型反映了关于特征均性的假设,不一定是严格遵守理想.
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