Developmental Changes in Judgments of Authentic Objects

Autor/inn/en	Frazier, Brandy N.; Gelman, Susan A.
Titel	Developmental Changes in Judgments of Authentic Objects
Quelle	In: Cognitive Development, 24 (2009) 3, S.284-292 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-2014
DOI	10.1016/j.cogdev.2009.06.003
Schlagwörter	Research Methodology; Museums; Kindergarten; Grade 4; Grade 1; Organizations (Groups); Preschool Children; College Students; Visual Aids; Classification; Age Differences; History; Cognitive Development + Suchen Sie Ihr Suchwort? Research method; Forschungsmethode; Museum; Museumswesen; Museen; School year 04; 4. Schuljahr; Schuljahr 04; School year 01; 1. Schuljahr; Schuljahr 01; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Collegestudent; Anschauungsmaterial; Classification system; Klassifikation; Klassifikationssystem; Age; Difference; Age difference; Altersunterschied; Geschichte; Geschichtsdarstellung; Kognitive Entwicklung
Abstract	This study examined the development of an understanding of authenticity among 112 children (preschoolers, kindergarten, 1st graders, and 4th graders) and 119 college students. Participants were presented with pairs of photographs depicting authentic and non-authentic objects and asked to pick which one belongs in a museum and which one they would want to have. Results suggest that both children and adults recognize the special nature of authentic objects by reporting that they belong in a museum. However, this belief broadens with age, at first just for famous associations (preschool), then also for original creations (kindergarten), and finally for personal associations as well (4th grade). At all ages, an object's authentic nature is distinct from its desirability. Thus, from an early age, children appear to understand that the historical path of an authentic object affects its nature. This work demonstrates the importance of non-obvious properties in children's concepts. For preschool as well as older children, history (a non-visible property) adds meaning beyond the material or functional worth of an object. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10