Robots and Rodents: Children's Inferences about Living and Nonliving Kinds

Autor/inn/en	Jipson, Jennifer L.; Gelman, Susan A.
Titel	Robots and Rodents: Children's Inferences about Living and Nonliving Kinds
Quelle	In: Child Development, 78 (2007) 6, S.1675-1688 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/j.1467-8624.2007.01095.x
Schlagwörter	Inferences; Differences; Young Children; Adults; Child Development; Physical Characteristics; Classification; Identification; Cognitive Processes; Early Childhood Education; Cognitive Development + Suchen Sie Ihr Suchwort? Inference; Inferenz; Unterscheiden; Frühe Kindheit; Kindesentwicklung; Körperliche Erscheinung; Classification system; Klassifikation; Klassifikationssystem; Identifikation; Identifizierung; Cognitive process; Kognitiver Prozess; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Kognitive Entwicklung
Abstract	This study tests the firm distinction children are said to make between living and nonliving kinds. Three, 4-, and 5-year-old children and adults reasoned about whether items that varied on 3 dimensions (alive, face, behavior) had a range of properties (biological, psychological, perceptual, artifact, novel, proper names). Findings demonstrate that by 4 years of age, children make clear distinctions between prototypical living and nonliving kinds regardless of the property under consideration. Even 3-year-olds distinguish prototypical living and nonliving kinds when asked about biological properties. When reasoning about non-biological properties for the full range of items, however, even 5-year-olds and adults occasionally rely on facial features. Thus, the living/nonliving distinction may have more narrow consequences than previously acknowledged. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10