Preschoolers' Ability to Distinguish Living Kinds as a Function of Regrowth
| Autor: | Susan A. Gelman, Marilyn Shatz, Andrea G. Backscheider |
|---|---|
| Rok vydání: | 1993 |
| Předmět: |
Preschool child
Age differences media_common.quotation_subject Cognition Developmental psychology Education Categorization Intervention (counseling) Pediatrics Perinatology and Child Health Cognitive development Developmental and Educational Psychology Biological growth Function (engineering) Psychology media_common |
| Zdroj: | Child Development. 64:1242 |
| ISSN: | 0009-3920 |
| DOI: | 10.2307/1131337 |
| Popis: | In order to acquire a theory of biology, children must acquire knowledge about living kinds. Although many studies have shown that preschool children do not accurately classify living kinds and do not use appropriate properties when asked to decide whether something is a living kind, recent work has shown that 3- and 4-year-olds do know something about biological growth. The ability of kinds to heal through regrowth was used in this paper as a measure of children's implicit understanding that plants and animals can be grouped together. In 3 experiments, children were told that animals, plants, and artifacts had been damaged and were asked whether the objects could heal through regorwth and whether a person could mend them. In all studies, children were sensitive to ontological kind, 4-year-olds realized that both plants and animals can regrow but that artifacts must be fixed by human intervention. 3-year-olds were less knowledgeable but did realize that artifacts cannot regrow. Overall, children showed some biological knowledge, implicity grouping plants and animals together and differentiating them from artifacts. |
| Databáze: | OpenAIRE |
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