Robots and Rodents: Children's Inferences About Living and Nonliving Kinds
This study tests the firm distinction children are said to make between living and nonliving kinds. Three, 4-, and 5year-old children and adults reasoned about whether items that varied on 3 dimensions (alive, face, behavior) had a range of properties (biological, psychological, perceptual, artifact...
Gespeichert in:
| Veröffentlicht in: | Child development 2007-11, Vol.78 (6), p.1675-1688 |
|---|---|
| Hauptverfasser: | , |
| Format: | Artikel |
| Sprache: | eng |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| container_end_page | 1688 |
|---|---|
| container_issue | 6 |
| container_start_page | 1675 |
| container_title | Child development |
| container_volume | 78 |
| creator | Jipson, Jennifer L. Gelman, Susan A. |
| description | This study tests the firm distinction children are said to make between living and nonliving kinds. Three, 4-, and 5year-old children and adults reasoned about whether items that varied on 3 dimensions (alive, face, behavior) had a range of properties (biological, psychological, perceptual, artifact, novel, proper names). Findings demonstrate that by 4 years of age, children make clear distinctions between prototypical living and nonliving kinds regardless of the property under consideration. Even 3-year-olds distinguish prototypical living and nonliving kinds when asked about biological properties. When reasoning about nonbiological properties for the full range of items, however, even 5-year-olds and adults occasionally rely on facial features. Thus, the living/nonliving distinction may have more narrow consequences than previously acknowledged. |
| doi_str_mv | 10.1111/j.1467-8624.2007.01095.x |
| format | Article |
| fullrecord | <record><control><sourceid>jstor_proqu</sourceid><recordid>TN_cdi_proquest_miscellaneous_68492540</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><ericid>EJ778859</ericid><jstor_id>4620731</jstor_id><sourcerecordid>4620731</sourcerecordid><originalsourceid>FETCH-LOGICAL-c6835-f10d1434ad2aa7a23791fceda3fa83429991c1ca7954f1d38090bfe4ccb4e8283</originalsourceid><addsrcrecordid>eNqNkc2O0zAUhS0EYsrAGyAUIQGrBP8ltlkgDaVTplQDqqAsLddxICG1BzuBztvjNFUrsRm88b063z269gEgQTBD8bxuMkQLlvIC0wxDyDKIoMiz3T0wOQr3wQRCKFIiMDwDj0JoYosLQR6CM8QE5wTRCVis3MZ1IVG2TFauNLYLb5Lpj7otvbGvQnJlKxMrbUJysXF9lyzr37X9vuevnW3H7mNty_AYPKhUG8yTw30Ovl7Ovkw_pMtP86vpxTLVBSd5WiFYIkqoKrFSTGHCBKq0KRWpFCcUCyGQRloxkdMKlYRDATeVoVpvqOGYk3PwcvS98e5Xb0Int3XQpm2VNa4PsuBU4JzCO8Gc4fgf_G5HUrC4GacRfP4P2Lje2_haiQRnSCCII8RHSHsXgjeVvPH1VvlbiaAc4pONHFKSQ0pyiE_u45O7OPrs4N9vtqY8DR7yisCLA6CCVm3lldV1OHEiz4XIReSejpzxtT7KswVjnO_lt6P8p27N7X_vJ6fvZ-uhPPk3oXP-aEALDBlBUU5HuQ6d2R1l5X_KghGWy2_Xc7lYfX43X12u5Zr8BeHN1b4</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>198719102</pqid></control><display><type>article</type><title>Robots and Rodents: Children's Inferences About Living and Nonliving Kinds</title><source>Applied Social Sciences Index & Abstracts (ASSIA)</source><source>Jstor Complete Legacy</source><source>MEDLINE</source><source>Education Source</source><source>Wiley Online Library Journals Frontfile Complete</source><creator>Jipson, Jennifer L. ; Gelman, Susan A.</creator><creatorcontrib>Jipson, Jennifer L. ; Gelman, Susan A.</creatorcontrib><description>This study tests the firm distinction children are said to make between living and nonliving kinds. Three, 4-, and 5year-old children and adults reasoned about whether items that varied on 3 dimensions (alive, face, behavior) had a range of properties (biological, psychological, perceptual, artifact, novel, proper names). Findings demonstrate that by 4 years of age, children make clear distinctions between prototypical living and nonliving kinds regardless of the property under consideration. Even 3-year-olds distinguish prototypical living and nonliving kinds when asked about biological properties. When reasoning about nonbiological properties for the full range of items, however, even 5-year-olds and adults occasionally rely on facial features. Thus, the living/nonliving distinction may have more narrow consequences than previously acknowledged.</description><identifier>ISSN: 0009-3920</identifier><identifier>EISSN: 1467-8624</identifier><identifier>DOI: 10.1111/j.1467-8624.2007.01095.x</identifier><identifier>PMID: 17988314</identifier><identifier>CODEN: CHDEAW</identifier><language>eng</language><publisher>Malden, USA: Blackwell Publishing Inc</publisher><subject>Adults ; Age ; Animals ; Attribution theory ; Behavior ; Biological and medical sciences ; Biology ; Child ; Child Development ; Child psychology ; Child, Preschool ; Children ; Classification ; Cognition ; Cognition & reasoning ; Cognitive Development ; Cognitive Processes ; Concept Formation ; Culture ; Developmental psychology ; Differences ; Differentiation ; Early Childhood Education ; Emotions ; Empirical Articles ; Everyday life ; Female ; Fundamental and applied biological sciences. Psychology ; Humans ; Identification ; Inferences ; Life ; Male ; Objects ; Physical Characteristics ; Pronouns ; Psychology. Psychoanalysis. Psychiatry ; Psychology. Psychophysiology ; Reality Testing ; Reasoning ; Recognition ; Robotics ; Robots ; Rodentia ; Sensors ; Social research ; Studies ; Stuffed animals ; Thinking ; Young Children</subject><ispartof>Child development, 2007-11, Vol.78 (6), p.1675-1688</ispartof><rights>Copyright 2007 The Society for Research in Child Development, Inc.</rights><rights>2008 INIST-CNRS</rights><rights>Copyright Blackwell Publishing Ltd. Nov/Dec 2007</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c6835-f10d1434ad2aa7a23791fceda3fa83429991c1ca7954f1d38090bfe4ccb4e8283</citedby><cites>FETCH-LOGICAL-c6835-f10d1434ad2aa7a23791fceda3fa83429991c1ca7954f1d38090bfe4ccb4e8283</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.jstor.org/stable/pdf/4620731$$EPDF$$P50$$Gjstor$$H</linktopdf><linktohtml>$$Uhttps://www.jstor.org/stable/4620731$$EHTML$$P50$$Gjstor$$H</linktohtml><link.rule.ids>314,776,780,799,1411,27901,27902,30976,30977,45550,45551,57992,58225</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ778859$$DView record in ERIC$$Hfree_for_read</backlink><backlink>$$Uhttp://pascal-francis.inist.fr/vibad/index.php?action=getRecordDetail&idt=19559959$$DView record in Pascal Francis$$Hfree_for_read</backlink><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/17988314$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Jipson, Jennifer L.</creatorcontrib><creatorcontrib>Gelman, Susan A.</creatorcontrib><title>Robots and Rodents: Children's Inferences About Living and Nonliving Kinds</title><title>Child development</title><addtitle>Child Dev</addtitle><description>This study tests the firm distinction children are said to make between living and nonliving kinds. Three, 4-, and 5year-old children and adults reasoned about whether items that varied on 3 dimensions (alive, face, behavior) had a range of properties (biological, psychological, perceptual, artifact, novel, proper names). Findings demonstrate that by 4 years of age, children make clear distinctions between prototypical living and nonliving kinds regardless of the property under consideration. Even 3-year-olds distinguish prototypical living and nonliving kinds when asked about biological properties. When reasoning about nonbiological properties for the full range of items, however, even 5-year-olds and adults occasionally rely on facial features. Thus, the living/nonliving distinction may have more narrow consequences than previously acknowledged.</description><subject>Adults</subject><subject>Age</subject><subject>Animals</subject><subject>Attribution theory</subject><subject>Behavior</subject><subject>Biological and medical sciences</subject><subject>Biology</subject><subject>Child</subject><subject>Child Development</subject><subject>Child psychology</subject><subject>Child, Preschool</subject><subject>Children</subject><subject>Classification</subject><subject>Cognition</subject><subject>Cognition & reasoning</subject><subject>Cognitive Development</subject><subject>Cognitive Processes</subject><subject>Concept Formation</subject><subject>Culture</subject><subject>Developmental psychology</subject><subject>Differences</subject><subject>Differentiation</subject><subject>Early Childhood Education</subject><subject>Emotions</subject><subject>Empirical Articles</subject><subject>Everyday life</subject><subject>Female</subject><subject>Fundamental and applied biological sciences. Psychology</subject><subject>Humans</subject><subject>Identification</subject><subject>Inferences</subject><subject>Life</subject><subject>Male</subject><subject>Objects</subject><subject>Physical Characteristics</subject><subject>Pronouns</subject><subject>Psychology. Psychoanalysis. Psychiatry</subject><subject>Psychology. Psychophysiology</subject><subject>Reality Testing</subject><subject>Reasoning</subject><subject>Recognition</subject><subject>Robotics</subject><subject>Robots</subject><subject>Rodentia</subject><subject>Sensors</subject><subject>Social research</subject><subject>Studies</subject><subject>Stuffed animals</subject><subject>Thinking</subject><subject>Young Children</subject><issn>0009-3920</issn><issn>1467-8624</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2007</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><sourceid>7QJ</sourceid><recordid>eNqNkc2O0zAUhS0EYsrAGyAUIQGrBP8ltlkgDaVTplQDqqAsLddxICG1BzuBztvjNFUrsRm88b063z269gEgQTBD8bxuMkQLlvIC0wxDyDKIoMiz3T0wOQr3wQRCKFIiMDwDj0JoYosLQR6CM8QE5wTRCVis3MZ1IVG2TFauNLYLb5Lpj7otvbGvQnJlKxMrbUJysXF9lyzr37X9vuevnW3H7mNty_AYPKhUG8yTw30Ovl7Ovkw_pMtP86vpxTLVBSd5WiFYIkqoKrFSTGHCBKq0KRWpFCcUCyGQRloxkdMKlYRDATeVoVpvqOGYk3PwcvS98e5Xb0Int3XQpm2VNa4PsuBU4JzCO8Gc4fgf_G5HUrC4GacRfP4P2Lje2_haiQRnSCCII8RHSHsXgjeVvPH1VvlbiaAc4pONHFKSQ0pyiE_u45O7OPrs4N9vtqY8DR7yisCLA6CCVm3lldV1OHEiz4XIReSejpzxtT7KswVjnO_lt6P8p27N7X_vJ6fvZ-uhPPk3oXP-aEALDBlBUU5HuQ6d2R1l5X_KghGWy2_Xc7lYfX43X12u5Zr8BeHN1b4</recordid><startdate>200711</startdate><enddate>200711</enddate><creator>Jipson, Jennifer L.</creator><creator>Gelman, Susan A.</creator><general>Blackwell Publishing Inc</general><general>Blackwell Publishers</general><general>Blackwell Publishing</general><general>Blackwell</general><general>Blackwell Publishing Ltd</general><scope>BSCLL</scope><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>IQODW</scope><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7QJ</scope><scope>7TK</scope><scope>8BJ</scope><scope>FQK</scope><scope>JBE</scope><scope>U9A</scope><scope>7X8</scope></search><sort><creationdate>200711</creationdate><title>Robots and Rodents: Children's Inferences About Living and Nonliving Kinds</title><author>Jipson, Jennifer L. ; Gelman, Susan A.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c6835-f10d1434ad2aa7a23791fceda3fa83429991c1ca7954f1d38090bfe4ccb4e8283</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2007</creationdate><topic>Adults</topic><topic>Age</topic><topic>Animals</topic><topic>Attribution theory</topic><topic>Behavior</topic><topic>Biological and medical sciences</topic><topic>Biology</topic><topic>Child</topic><topic>Child Development</topic><topic>Child psychology</topic><topic>Child, Preschool</topic><topic>Children</topic><topic>Classification</topic><topic>Cognition</topic><topic>Cognition & reasoning</topic><topic>Cognitive Development</topic><topic>Cognitive Processes</topic><topic>Concept Formation</topic><topic>Culture</topic><topic>Developmental psychology</topic><topic>Differences</topic><topic>Differentiation</topic><topic>Early Childhood Education</topic><topic>Emotions</topic><topic>Empirical Articles</topic><topic>Everyday life</topic><topic>Female</topic><topic>Fundamental and applied biological sciences. Psychology</topic><topic>Humans</topic><topic>Identification</topic><topic>Inferences</topic><topic>Life</topic><topic>Male</topic><topic>Objects</topic><topic>Physical Characteristics</topic><topic>Pronouns</topic><topic>Psychology. Psychoanalysis. Psychiatry</topic><topic>Psychology. Psychophysiology</topic><topic>Reality Testing</topic><topic>Reasoning</topic><topic>Recognition</topic><topic>Robotics</topic><topic>Robots</topic><topic>Rodentia</topic><topic>Sensors</topic><topic>Social research</topic><topic>Studies</topic><topic>Stuffed animals</topic><topic>Thinking</topic><topic>Young Children</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Jipson, Jennifer L.</creatorcontrib><creatorcontrib>Gelman, Susan A.</creatorcontrib><collection>Istex</collection><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>Pascal-Francis</collection><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>Applied Social Sciences Index & Abstracts (ASSIA)</collection><collection>Neurosciences Abstracts</collection><collection>International Bibliography of the Social Sciences (IBSS)</collection><collection>International Bibliography of the Social Sciences</collection><collection>International Bibliography of the Social Sciences</collection><collection>MEDLINE - Academic</collection><jtitle>Child development</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Jipson, Jennifer L.</au><au>Gelman, Susan A.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ778859</ericid><atitle>Robots and Rodents: Children's Inferences About Living and Nonliving Kinds</atitle><jtitle>Child development</jtitle><addtitle>Child Dev</addtitle><date>2007-11</date><risdate>2007</risdate><volume>78</volume><issue>6</issue><spage>1675</spage><epage>1688</epage><pages>1675-1688</pages><issn>0009-3920</issn><eissn>1467-8624</eissn><coden>CHDEAW</coden><abstract>This study tests the firm distinction children are said to make between living and nonliving kinds. Three, 4-, and 5year-old children and adults reasoned about whether items that varied on 3 dimensions (alive, face, behavior) had a range of properties (biological, psychological, perceptual, artifact, novel, proper names). Findings demonstrate that by 4 years of age, children make clear distinctions between prototypical living and nonliving kinds regardless of the property under consideration. Even 3-year-olds distinguish prototypical living and nonliving kinds when asked about biological properties. When reasoning about nonbiological properties for the full range of items, however, even 5-year-olds and adults occasionally rely on facial features. Thus, the living/nonliving distinction may have more narrow consequences than previously acknowledged.</abstract><cop>Malden, USA</cop><pub>Blackwell Publishing Inc</pub><pmid>17988314</pmid><doi>10.1111/j.1467-8624.2007.01095.x</doi><tpages>14</tpages><oa>free_for_read</oa></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 0009-3920 |
| ispartof | Child development, 2007-11, Vol.78 (6), p.1675-1688 |
| issn | 0009-3920 1467-8624 |
| language | eng |
| recordid | cdi_proquest_miscellaneous_68492540 |
| source | Applied Social Sciences Index & Abstracts (ASSIA); Jstor Complete Legacy; MEDLINE; Education Source; Wiley Online Library Journals Frontfile Complete |
| subjects | Adults Age Animals Attribution theory Behavior Biological and medical sciences Biology Child Child Development Child psychology Child, Preschool Children Classification Cognition Cognition & reasoning Cognitive Development Cognitive Processes Concept Formation Culture Developmental psychology Differences Differentiation Early Childhood Education Emotions Empirical Articles Everyday life Female Fundamental and applied biological sciences. Psychology Humans Identification Inferences Life Male Objects Physical Characteristics Pronouns Psychology. Psychoanalysis. Psychiatry Psychology. Psychophysiology Reality Testing Reasoning Recognition Robotics Robots Rodentia Sensors Social research Studies Stuffed animals Thinking Young Children |
| title | Robots and Rodents: Children's Inferences About Living and Nonliving Kinds |
| url | https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-02-21T18%3A51%3A59IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-jstor_proqu&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Robots%20and%20Rodents:%20Children's%20Inferences%20About%20Living%20and%20Nonliving%20Kinds&rft.jtitle=Child%20development&rft.au=Jipson,%20Jennifer%20L.&rft.date=2007-11&rft.volume=78&rft.issue=6&rft.spage=1675&rft.epage=1688&rft.pages=1675-1688&rft.issn=0009-3920&rft.eissn=1467-8624&rft.coden=CHDEAW&rft_id=info:doi/10.1111/j.1467-8624.2007.01095.x&rft_dat=%3Cjstor_proqu%3E4620731%3C/jstor_proqu%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=198719102&rft_id=info:pmid/17988314&rft_ericid=EJ778859&rft_jstor_id=4620731&rfr_iscdi=true |