Frazier Brandy N, Gelman Susan A
University of Hawaii at Manoa.
Cogn Dev. 2009 Jul 1;24(3):284-292. doi: 10.1016/j.cogdev.2009.06.003.
This study examined the development of an understanding of authenticity among 112 children (preschoolers, kindergarten, 1(st)-graders, and 4(th)-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 (4(th) 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.
本研究考察了112名儿童（学龄前儿童、幼儿园儿童、一年级学生和四年级学生）和119名大学生对真实性理解的发展情况。研究人员向参与者展示了成对的照片，照片中分别是真实的和非真实的物品，并要求他们挑选出哪一个属于博物馆以及哪一个是他们想要拥有的。结果表明，儿童和成年人都通过指出真实物品属于博物馆来认识到真实物品的特殊性质。然而，这种认知会随着年龄增长而扩展，起初仅针对著名关联物品（学龄前儿童），接着也包括原创作品（幼儿园儿童），最后还包括个人关联物品（四年级学生）。在所有年龄段，物品的真实性质都与其受欢迎程度不同。因此，从幼年起，儿童似乎就明白真实物品的历史轨迹会影响其性质。这项研究表明了非明显属性在儿童概念中的重要性。对于学龄前儿童以及年龄稍大的儿童而言，历史（一种不可见的属性）为物品增添了超越其物质或功能价值的意义。
