作者: Carol Smith , Susan Carey , Marianne Wiser
DOI: 10.1016/0010-0277(85)90025-3
关键词: Psychology 、 Weight Perception 、 Context (language use) 、 Cognitive development 、 Concept learning 、 Structure (mathematical logic) 、 Conceptual system 、 Scale (chemistry) 、 Property (philosophy) 、 Cognitive psychology
摘要: Abstract This paper presents a case study of 3- to 9-year-old children's concepts size, weight, density, matter, and material kind. Our goal was examine two claims: (1) that individual undergo differentiation during development; (2) young are embedded in theory-like structures. To make progress on the first issue, we needed specify representational terms what an undifferentiated concept is like sense this parent more differentiated concepts. strategy use model conceptual suggested by history science guide our search for evidence. In model, concepts, can be analyzed their component properties, features, or dimensions. The key difference unites certain components which will subsequently as distinct different theoretical structure from study, same group 78 children (18 3-year-olds, 18 4-year-olds, 5-year-olds, 12 6–7-year-olds, 8–9-year-olds) were given range tasks probing understanding density; subgroup these additional matter We found had system included kind beginning form generalizations relating (e.g., size crudely correlated with steel objects typically heavy). core weight felt density absent system; kinds defined properties characterize large scale chunks stuff. Slightly older (5–7-year-olds) made modifications At ages, now contained both heavy (which take evidence having weight/density concept) they coming see differences important distinguishing whether large-scale However, still objects. Finally, (8–9-year-olds) articulated reconceptualized fundamental constituents objects, seen property matter. conclude do differentiate development it does view context