Johnson Kathy E, Scott Paul, Mervis Carolyn B
Department of Psychology, Indiana University-Purdue University Indianapolis, Indianapolis, IN 46202, USA.
J Exp Child Psychol. 2004 Mar;87(3):171-200. doi: 10.1016/j.jecp.2003.12.001.
Although it is now well established that object concepts are situated within broader systems of theoretical knowledge, it is less clear how theories influence the use of object concepts at various points throughout the continuum of expertise. Two studies were conducted to investigate the impact of specific theories (concerning dinosaurs) and overarching framework theories (of biology) on children's and adults' performance on categorization tasks involving familiar and less familiar concepts. Although expertise increased the quantity of deep feature knowledge possessed by children and increased their understanding of biologically adaptive relations among features, few aspects of children's performance generalized beyond highly familiar dinosaurs. Children's specific theories related to dinosaurs were empirically constrained and relatively dissociated from other types of biological knowledge. The interaction of specific concept knowledge with broader framework theories of biology throughout the continuum of expertise is considered.
尽管现在已经充分证实，物体概念存在于更广泛的理论知识体系之中，但对于理论如何在整个专业技能连续统的各个阶段影响物体概念的使用，目前还不太清楚。我们进行了两项研究，以调查特定理论（关于恐龙）和总体框架理论（生物学的）对儿童和成人在涉及熟悉和不太熟悉概念的分类任务中的表现的影响。尽管专业技能增加了儿童所拥有的深层特征知识的数量，并增强了他们对特征之间生物适应性关系的理解，但儿童表现的很少方面能够推广到高度熟悉的恐龙之外。与恐龙相关的儿童特定理论在经验上受到限制，并且与其他类型的生物知识相对脱节。本文考虑了特定概念知识与生物学更广泛框架理论在整个专业技能连续统中的相互作用。
