Springer K
Department of Psychology, Southern Methodist University, Dallas, Texas 75275-0442, USA.
Psychol Rev. 2001 Oct;108(4):691-708. doi: 10.1037/0033-295x.108.4.691.
A theoretical framework for describing the role of perceptual information in early conceptual development is presented. In the main section of the article, a general operationalization of perceptual boundedness is introduced, 3 causes of this limitation are identified, the conditions under which infants and children seem to be perceptually bound are formulated, and the mechanisms by which this limitation declines are described. Traditional claims that young children are perceptually bound, as well as contemporary objections to these claims, are often based on the assumption that perceptual information is generally unveridical or insufficient. Recent doubts about this assumption are evaluated in the final section of the article. It is concluded that although realist arguments are untenable, there are limited forms of perceptual support for conceptual development.
本文提出了一个描述感知信息在早期概念发展中作用的理论框架。在文章的主要部分，引入了感知局限性的一般操作化定义，确定了这种局限性的三个原因，阐述了婴儿和儿童似乎受到感知限制的条件，并描述了这种局限性减弱的机制。传统观点认为幼儿受到感知限制，当代对这些观点的反对意见，通常基于感知信息一般不可靠或不充分的假设。文章最后一部分对最近对这一假设的质疑进行了评估。得出的结论是，虽然现实主义观点站不住脚，但对概念发展存在有限形式的感知支持。
