学前儿童对疾病的认知
Preschool Children＇ s Understanding of Illness
查看参考文献22篇
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文摘
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通过三个研究分别探查了教育条件不同的两组学前儿童能否以疾病这一生命现象为指标做出生物和非生物的本体区分；他们是否理解疾病的产生和康复不受心理意图控制；以及他们对疾病原因的认识。结果显示，3、4、5岁学前儿童在分类作业中的认知成绩随年龄逐渐提高，他们能够认识疾病不受意图控制。其对疾病原因的解释既不用意图也不用道德准则，而主要是从行为水平，表现出“朴素生物学”的认知，但其认知与成人的认知和科学的生物学概念有明显差距。教育条件影响儿童的疾病认知成绩。 |
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其他语种文摘
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Introduction Research on children＇s understanding of illness has been conducted mainly from the perspective of conceptual change and cognitive development. Instead of focusing on the general logical structures as Piaget did, recent ideas concerning the conceptual change presuppose domain-specificity in cognitive development. There is still debate on whether young children acquire a separate biological domain and how that domain can best be characterized. This research was designed according to the three components of children＇s naive biology to shed fight on the above issue. Study 1 investigated whether preschool children regarded illness as a biological process to distinguish living from nonliving things. Study 2 further investigated children＇s understanding of non-intentionality of the causes and prevention of illness. Study 3 explored how children explained the causes of illness in a spontaneous way and compared their responses with those of adults＇.
Method The sample in the three studies comprised the same group of 90 preschoolers, with 30 children in each of the following age groups： 3-, 4- and 5-year-olds. There was equal number of boys and girls. Participants were recruited from families with different SES in Beijing. China. Study 3 also recruited 30 college students as an adult group for comparison. In study 1, a classification task was used. Children were requested to classify sets of living and non-living things in terms of illness. In study 2, several stories were told to the children, asking them to tell whether some specific behaviors might cause or stop illness. Study 3 included an interview task that asked both children and adults to offer their own explanations of the causes of illness. Participants＇ responses were coded into one of the following five categories： psychogenic, biological, behavioral, symptomatic and others.
Results and Conclusion The results indicated that preschoolers＇ performance improved with age in the classification task. Older children understood that living things, but not nonliving things, could get sick. Even 3- year-olds realized that illness was non-intentional, i.e. intention could neither cause illness nor stop illness. Children neither used intention nor moral rules to explain illness; instead most of the time they would explain it from a behavioral perspective.These findings suggest that children may have a separate theory of nave biology. However, children＇s explanations were different from those of their adult counterparts,who offered more biological and psychogenic explanations. It was also found that educational background could influence children＇s understanding of illness, with high SES children outperforming their low SES counterparts in all the 3 studies, implying that family and preschool education may enhance children＇s cognitive development of the biological domain. |
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来源
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心理学报
,2007,39(1):96-103 【核心库】
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关键词
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朴素生物理论
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疾病
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学前儿童
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地址
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中国科学院心理研究所, 北京, 100101
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语种
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中文 |
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ISSN
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0439-755X |
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学科
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社会科学总论 |
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基金
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国家自然科学基金项目
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首都师范大学北京市学习与认知重点实验室项目
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文献收藏号
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CSCD:2734064
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