儿童对循环解释的敏感性。
Children's sensitivity to circular explanations.
作者信息
Baum Laura A, Danovitch Judith H, Keil Frank C
机构信息
Department of Psychology, Yale University, New Haven, CT 06520, USA.
出版信息
J Exp Child Psychol. 2008 Jun;100(2):146-55. doi: 10.1016/j.jecp.2007.10.007. Epub 2008 Feb 20.
Abstract
The ability to evaluate the quality of explanations is an essential part of children's intellectual growth. Explanations can be faulty in structural ways such as when they are circular. A circular explanation reiterates the question as if it were an explanation rather than providing any new information. Two experiments (N=77) examined children's preferences when faced with circular and noncircular explanations. The results demonstrate that a preference for noncircular explanations is present, albeit in a fragile form, by 5 or 6 years of age and that it appears robustly by 10 years of age. Thus, the ability to evaluate the quality of explanations based on structural grounds appears to develop rapidly during the elementary school years.
摘要
评估解释质量的能力是儿童智力发展的重要组成部分。解释可能在结构上存在缺陷，比如循环论证。循环解释只是重复问题，仿佛这就是一种解释，而没有提供任何新信息。两项实验（N = 77）研究了儿童在面对循环解释和非循环解释时的偏好。结果表明，对非循环解释的偏好虽然以一种较为薄弱的形式在5到6岁时就已出现，但在10岁时会明显增强。因此，基于结构依据评估解释质量的能力在小学阶段似乎发展迅速。
相似文献
1
Children's sensitivity to circular explanations.儿童对循环解释的敏感性。
J Exp Child Psychol. 2008 Jun;100(2):146-55. doi: 10.1016/j.jecp.2007.10.007. Epub 2008 Feb 20.
2
Children's success at detecting circular explanations and their interest in future learning.儿童在检测循环解释方面的成功及其对未来学习的兴趣。
Psychon Bull Rev. 2017 Oct;24(5):1465-1477. doi: 10.3758/s13423-016-1195-2.
3
"Why does rain fall?": children prefer to learn from an informant who uses noncircular explanations.“雨为何降落？”：儿童更倾向于向使用非循环解释的信息提供者学习。
Child Dev. 2014 Sep-Oct;85(5):1827-35. doi: 10.1111/cdev.12240. Epub 2014 Mar 20.
4
Children consider informants' explanation quality with their social dominance in seeking novel explanations.儿童在寻求新颖解释时，会根据其社会支配地位来评价信息提供者的解释质量。
Child Dev. 2024 Nov-Dec;95(6):2119-2132. doi: 10.1111/cdev.14148. Epub 2024 Aug 4.
5
Causal Explanations for Weight Influence Children's Social Preferences: Biological-Essentialist Explanations Reduce, and Behavioral Explanations Promote, Preferences for Thin Friends.体重对儿童社会偏好的因果解释：生物本质主义的解释减少了对瘦朋友的偏好，而行为解释则促进了这种偏好。
Child Dev. 2021 Mar;92(2):682-690. doi: 10.1111/cdev.13519. Epub 2021 Jan 31.
6
Why are rocks pointy? Children's preference for teleological explanations of the natural world.为什么岩石是尖的？儿童对自然界目的论解释的偏好。
Dev Psychol. 1999 Nov;35(6):1440-52. doi: 10.1037//0012-1649.35.6.1440.
7
Mind the gap: How incomplete explanations influence children's interest and learning behaviors.注意差距：不完整的解释如何影响儿童的兴趣和学习行为。
Cogn Psychol. 2021 Nov;130:101421. doi: 10.1016/j.cogpsych.2021.101421. Epub 2021 Aug 20.
8
The emergence of children's causal explanations and theories: evidence from everyday conversation.儿童因果解释与理论的出现：来自日常对话的证据
Dev Psychol. 2001 Sep;37(5):668-83. doi: 10.1037//0012-1649.37.5.668.
9
Children's questions: a mechanism for cognitive development.儿童的问题：一种认知发展机制。
Monogr Soc Res Child Dev. 2007;72(1):vii-ix, 1-112; discussion 113-26. doi: 10.1111/j.1540-5834.2007.00412.x.
10
How Do Young Children Explain Differences in the Classroom? Implications for Achievement, Motivation, and Educational Equity.幼儿如何解释课堂中的差异？对成就、动机和教育公平的启示。
Perspect Psychol Sci. 2021 May;16(3):533-552. doi: 10.1177/1745691620953781. Epub 2021 Jan 29.
引用本文的文献
1
Children consider informants' explanation quality with their social dominance in seeking novel explanations.儿童在寻求新颖解释时，会根据其社会支配地位来评价信息提供者的解释质量。
Child Dev. 2024 Nov-Dec;95(6):2119-2132. doi: 10.1111/cdev.14148. Epub 2024 Aug 4.
2
Tautological formal explanations: does prior knowledge affect their satisfiability?同义反复的形式解释：先验知识会影响它们的可满足性吗？
Front Psychol. 2023 Sep 28;14:1258985. doi: 10.3389/fpsyg.2023.1258985. eCollection 2023.
3
Embedding Scientific Explanations Into Storybooks Impacts Children's Scientific Discourse and Learning.将科学解释融入故事书会影响儿童的科学话语和学习。
Front Psychol. 2020 Jun 10;11:1016. doi: 10.3389/fpsyg.2020.01016. eCollection 2020.
4
Children's success at detecting circular explanations and their interest in future learning.儿童在检测循环解释方面的成功及其对未来学习的兴趣。
Psychon Bull Rev. 2017 Oct;24(5):1465-1477. doi: 10.3758/s13423-016-1195-2.
5
Parameterizing developmental changes in epistemic trust.参数化认知信任中的发展变化。
Psychon Bull Rev. 2017 Apr;24(2):277-306. doi: 10.3758/s13423-016-1082-x.
6
Young Children Detect and Avoid Logically Inconsistent Sources: The Importance of Communicative Context and Executive Function.幼儿能够察觉并避开逻辑不一致的信息源：交流语境与执行功能的重要性。
Child Dev. 2016 Nov;87(6):1956-1970. doi: 10.1111/cdev.12563. Epub 2016 Jun 18.
7
Preschoolers' Preference for Syntactic Complexity Varies by Socioeconomic Status.学龄前儿童对句法复杂性的偏好因社会经济地位而异。
Child Dev. 2016 Sep;87(5):1529-37. doi: 10.1111/cdev.12553. Epub 2016 May 25.
8
The medium helps the message: Early sensitivity to auditory fluency in children's endorsement of statements.媒体有助于信息传递：儿童对陈述的认可中对听觉流畅性的早期敏感性。
Front Psychol. 2014 Dec 4;5:1412. doi: 10.3389/fpsyg.2014.01412. eCollection 2014.
9
Overestimation of knowledge about word meanings: the "misplaced meaning" effect.对词义知识的高估：“错误意义”效应。
Cogn Sci. 2014 Nov-Dec;38(8):1604-33. doi: 10.1111/cogs.12122. Epub 2014 Jun 2.
10
Knowing when to doubt: developing a critical stance when learning from others. 知道何时质疑：从他人学习时培养批判性立场。
Dev Psychol. 2013 Mar;49(3):404-18. doi: 10.1037/a0029500. Epub 2012 Aug 13.
本文引用的文献
1
A new readability yardstick.一种新的可读性衡量标准。
J Appl Psychol. 1948 Jun;32(3):221-33. doi: 10.1037/h0057532.
2
Trust.信任。
Dev Sci. 2007 Jan;10(1):135-8. doi: 10.1111/j.1467-7687.2007.00575.x.
3
The folk psychology of souls.灵魂的民间心理学。
Behav Brain Sci. 2006 Oct;29(5):453-62; discussion 462-98. doi: 10.1017/S0140525X06009101.
4
What do children want to know about animals and artifacts? Domain-specific requests for information.孩子们想了解关于动物和人工制品的哪些方面？特定领域的信息需求。
Psychol Sci. 2006 Jun;17(6):455-9. doi: 10.1111/j.1467-9280.2006.01727.x.
5
Explanation and understanding.解释与理解。
Annu Rev Psychol. 2006;57:227-54. doi: 10.1146/annurev.psych.57.102904.190100.
6
Knowing the limits of one's understanding: the development of an awareness of an illusion of explanatory depth.了解自身理解的局限：对解释深度错觉的认知发展
J Exp Child Psychol. 2004 Jan;87(1):1-32. doi: 10.1016/j.jecp.2003.09.003.
7
Verification of statements about story worlds that deviate from normal conceptions of time: what is true about Einstein's Dreams?对偏离正常时间概念的故事世界相关陈述的验证：关于《爱因斯坦的梦》哪些是真实的？
Cogn Psychol. 1998 Apr;35(3):246-301. doi: 10.1006/cogp.1998.0680.
8
Comprehension monitoring in preschool children.学龄前儿童的阅读理解监测
Child Dev. 1985 Jun;56(3):654-63.
9
Realizing that you don't understand: elementary school children's awareness of inconsistencies.意识到自己不理解：小学生对矛盾之处的认知。
Child Dev. 1979 Sep;50(3):643-55.
Zotero 插件