Hatano G, Inagaki K
Faculty of Liberal Arts, Dokkyo University, Saitama, Japan.
Cognition. 1994 Apr-Jun;50(1-3):171-88. doi: 10.1016/0010-0277(94)90027-2.
This article aimed at investigating the nature of young children's naive theory of biology by reviewing a large number of studies conducted in our laboratories. More specifically, we tried to answer the following five critical questions. What components does young children's knowledge system for biological phenomena (or naive biology) have? What functions does it have in children's lives? How is it acquired in ontogenesis? How does its early version change as children grow older? Is it universal across cultures and through history? We propose that young children's biological knowledge system has at least three components, that is, knowledge needed to specify the target objects of biology, ways of inferring attributes or behaviors of biological kinds, and a non-intentional causal explanatory framework, and that these three constitute a form of biology, which is adaptive in children's lives. We also claim that the core of naive biology is acquired based on specific cognitive constraints as well as the general mechanism of personification and the resultant vitalistic causality, but it is differently instantiated and elaborated through activity-based experiences in the surrounding culture.
