Wang Jinjing Jenny, Feigenson Lisa
Department of Psychological and Brain Sciences, Johns Hopkins University.
Open Mind (Camb). 2019 Sep 1;3:89-100. doi: 10.1162/opmi_a_00028. eCollection 2019.
The origins of human knowledge are an enduring puzzle: what parts of what we know require learning, and what depends on intrinsic structure? Although the nature-nurture debate has been a central question for millennia and has inspired much contemporary research in psychology and neuroscience, it remains unknown whether people share intuitive, prescientific theories about the answer. Here we report that people ( = 1,188) explain fundamental perceptual and cognitive abilities by appeal to learning and instruction, rather than genes or innateness, even for abilities documented in the first days of life. U.S. adults, adults from a culture with a belief in reincarnation, children, and professional scientists-including psychologists and neuroscientists, all believed these basic abilities emerge significantly later than they actually do, and ascribed them to nurture over nature. These findings implicate a widespread intuitive empiricist theory about the human mind, present from early in life.
我们所知道的内容中哪些部分需要学习,哪些又依赖于内在结构?尽管先天与后天的争论几千年来一直是核心问题,并激发了当代心理学和神经科学的诸多研究,但人们是否对这个问题有着直观的、前科学的理论仍不为人知。在此我们报告,1188名参与者将基本的感知和认知能力归因于学习和教导,而非基因或先天性,即使是那些在生命最初几天就已被记录的能力。美国成年人、来自一个有转世信仰文化的成年人、儿童以及包括心理学家和神经科学家在内的专业科学家,都认为这些基本能力出现的时间比实际要晚得多,并将其归因于后天培养而非先天因素。这些发现暗示了一种从生命早期就存在的、关于人类思维的广泛的直观经验主义理论。