Situated Naïve Physics: Task Constraints Decide what Children Know about Density
Identifieur interne : 001700 ( Ncbi/Merge ); précédent : 001699; suivant : 001701Situated Naïve Physics: Task Constraints Decide what Children Know about Density
Auteurs : Heidi Kloos ; Anna Fisher ; Guy C. Van OrdenSource :
- Journal of experimental psychology. General [ 0096-3445 ] ; 2010.
Abstract
Children’s understanding of density is riddled with misconceptions – or so it seems. Yet even preschoolers at times appear to understand density. This article seeks to reconcile these conflicting outcomes by investigating the nature of constraints available in different experimental protocols. Protocols that report misconceptions about density used stimulus arrangements that make differences in mass and volume more salient than differences in density. In contrast, protocols that report successful performance used stimulus arrangements that might have increased the salience of density. To test this hypothesis, the present experiments manipulate the salience of object density. Children between 2 and 9 years of age and adults responded whether an object would sink or float when placed in water. Results indicated that children’s performance on exactly the same objects differed as a function of the saliency of the dimension of density, relative to the dimensions of mass and volume. These results support the idea that constraints – rather than stable knowledge – drive performance, with implications for teaching children about non-obvious concepts such as density.
Url:
DOI: 10.1037/a0020977
PubMed: 20853994
PubMed Central: 3580042
Links toward previous steps (curation, corpus...)
- to stream Pmc, to step Corpus: 001904
- to stream Pmc, to step Curation: 001904
- to stream Pmc, to step Checkpoint: 001D46
Links to Exploration step
PMC:3580042Le document en format XML
<record><TEI><teiHeader><fileDesc><titleStmt><title xml:lang="en">Situated Naïve Physics: Task Constraints Decide what Children Know about Density</title><author><name sortKey="Kloos, Heidi" sort="Kloos, Heidi" uniqKey="Kloos H" first="Heidi" last="Kloos">Heidi Kloos</name><affiliation><nlm:aff id="A1">Center for Cognition, Action & Perception; Department of Psychology; Univ. of Cincinnati</nlm:aff><wicri:noCountry code="subfield">Action & Perception; Department of Psychology; Univ. of Cincinnati</wicri:noCountry></affiliation></author><author><name sortKey="Fisher, Anna" sort="Fisher, Anna" uniqKey="Fisher A" first="Anna" last="Fisher">Anna Fisher</name><affiliation><nlm:aff id="A2">Department of Psychology; Carnegie Mellow Univ.</nlm:aff></affiliation></author><author><name sortKey="Van Orden, Guy C" sort="Van Orden, Guy C" uniqKey="Van Orden G" first="Guy C." last="Van Orden">Guy C. Van Orden</name><affiliation><nlm:aff id="A1">Center for Cognition, Action & Perception; Department of Psychology; Univ. of Cincinnati</nlm:aff><wicri:noCountry code="subfield">Action & Perception; Department of Psychology; Univ. of Cincinnati</wicri:noCountry></affiliation></author></titleStmt><publicationStmt><idno type="wicri:source">PMC</idno><idno type="pmid">20853994</idno><idno type="pmc">3580042</idno><idno type="url">http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3580042</idno><idno type="RBID">PMC:3580042</idno><idno type="doi">10.1037/a0020977</idno><date when="2010">2010</date><idno type="wicri:Area/Pmc/Corpus">001904</idno><idno type="wicri:Area/Pmc/Curation">001904</idno><idno type="wicri:Area/Pmc/Checkpoint">001D46</idno><idno type="wicri:Area/Ncbi/Merge">001700</idno></publicationStmt><sourceDesc><biblStruct><analytic><title xml:lang="en" level="a" type="main">Situated Naïve Physics: Task Constraints Decide what Children Know about Density</title><author><name sortKey="Kloos, Heidi" sort="Kloos, Heidi" uniqKey="Kloos H" first="Heidi" last="Kloos">Heidi Kloos</name><affiliation><nlm:aff id="A1">Center for Cognition, Action & Perception; Department of Psychology; Univ. of Cincinnati</nlm:aff><wicri:noCountry code="subfield">Action & Perception; Department of Psychology; Univ. of Cincinnati</wicri:noCountry></affiliation></author><author><name sortKey="Fisher, Anna" sort="Fisher, Anna" uniqKey="Fisher A" first="Anna" last="Fisher">Anna Fisher</name><affiliation><nlm:aff id="A2">Department of Psychology; Carnegie Mellow Univ.</nlm:aff></affiliation></author><author><name sortKey="Van Orden, Guy C" sort="Van Orden, Guy C" uniqKey="Van Orden G" first="Guy C." last="Van Orden">Guy C. Van Orden</name><affiliation><nlm:aff id="A1">Center for Cognition, Action & Perception; Department of Psychology; Univ. of Cincinnati</nlm:aff><wicri:noCountry code="subfield">Action & Perception; Department of Psychology; Univ. of Cincinnati</wicri:noCountry></affiliation></author></analytic><series><title level="j">Journal of experimental psychology. General</title><idno type="ISSN">0096-3445</idno><idno type="eISSN">1939-2222</idno><imprint><date when="2010">2010</date></imprint></series></biblStruct></sourceDesc></fileDesc><profileDesc><textClass></textClass></profileDesc></teiHeader><front><div type="abstract" xml:lang="en"><p id="P1">Children’s understanding of density is riddled with misconceptions – or so it seems. Yet even preschoolers at times appear to understand density. This article seeks to reconcile these conflicting outcomes by investigating the nature of constraints available in different experimental protocols. Protocols that report misconceptions about density used stimulus arrangements that make differences in mass and volume more salient than differences in density. In contrast, protocols that report successful performance used stimulus arrangements that might have increased the salience of density. To test this hypothesis, the present experiments manipulate the salience of object density. Children between 2 and 9 years of age and adults responded whether an object would sink or float when placed in water. Results indicated that children’s performance on exactly the same objects differed as a function of the saliency of the dimension of density, relative to the dimensions of mass and volume. These results support the idea that constraints – rather than stable knowledge – drive performance, with implications for teaching children about non-obvious concepts such as density.</p></div></front></TEI><pmc article-type="research-article"><pmc-comment>The publisher of this article does not allow downloading of the full text in XML form.</pmc-comment>
<pmc-dir>properties manuscript</pmc-dir>
<front><journal-meta><journal-id journal-id-type="nlm-journal-id">7502587</journal-id><journal-id journal-id-type="pubmed-jr-id">4729</journal-id><journal-id journal-id-type="nlm-ta">J Exp Psychol Gen</journal-id><journal-id journal-id-type="iso-abbrev">J Exp Psychol Gen</journal-id><journal-title-group><journal-title>Journal of experimental psychology. General</journal-title></journal-title-group><issn pub-type="ppub">0096-3445</issn><issn pub-type="epub">1939-2222</issn></journal-meta><article-meta><article-id pub-id-type="pmid">20853994</article-id><article-id pub-id-type="pmc">3580042</article-id><article-id pub-id-type="doi">10.1037/a0020977</article-id><article-id pub-id-type="manuscript">NIHMS227836</article-id><article-categories><subj-group subj-group-type="heading"><subject>Article</subject></subj-group></article-categories><title-group><article-title>Situated Naïve Physics: Task Constraints Decide what Children Know about Density</article-title></title-group><contrib-group><contrib contrib-type="author"><name><surname>Kloos</surname><given-names>Heidi</given-names></name><xref ref-type="aff" rid="A1">a</xref></contrib><contrib contrib-type="author"><name><surname>Fisher</surname><given-names>Anna</given-names></name><xref ref-type="aff" rid="A2">b</xref></contrib><contrib contrib-type="author"><name><surname>Van Orden</surname><given-names>Guy C.</given-names></name><xref ref-type="aff" rid="A1">a</xref></contrib></contrib-group><aff id="A1"><label>a</label>Center for Cognition, Action & Perception; Department of Psychology; Univ. of Cincinnati</aff><aff id="A2"><label>b</label>Department of Psychology; Carnegie Mellow Univ.</aff><author-notes><corresp id="cor1">Please address correspondence to Heidi Kloos, Department of Psychology, University of Cincinnati, 230 Dyer Hall, Cincinnati, OH 45221-0376, Phone: (513) 556-5525, Fax: (513) 556-1904, <email>heidi.kloos@uc.edu</email></corresp></author-notes><pub-date pub-type="nihms-submitted"><day>7</day><month>2</month><year>2013</year></pub-date><pub-date pub-type="ppub"><month>11</month><year>2010</year></pub-date><pub-date pub-type="pmc-release"><day>23</day><month>2</month><year>2013</year></pub-date><volume>139</volume><issue>4</issue><fpage>625</fpage><lpage>637</lpage><abstract><p id="P1">Children’s understanding of density is riddled with misconceptions – or so it seems. Yet even preschoolers at times appear to understand density. This article seeks to reconcile these conflicting outcomes by investigating the nature of constraints available in different experimental protocols. Protocols that report misconceptions about density used stimulus arrangements that make differences in mass and volume more salient than differences in density. In contrast, protocols that report successful performance used stimulus arrangements that might have increased the salience of density. To test this hypothesis, the present experiments manipulate the salience of object density. Children between 2 and 9 years of age and adults responded whether an object would sink or float when placed in water. Results indicated that children’s performance on exactly the same objects differed as a function of the saliency of the dimension of density, relative to the dimensions of mass and volume. These results support the idea that constraints – rather than stable knowledge – drive performance, with implications for teaching children about non-obvious concepts such as density.</p></abstract></article-meta></front></pmc><affiliations><list></list><tree><noCountry><name sortKey="Fisher, Anna" sort="Fisher, Anna" uniqKey="Fisher A" first="Anna" last="Fisher">Anna Fisher</name><name sortKey="Kloos, Heidi" sort="Kloos, Heidi" uniqKey="Kloos H" first="Heidi" last="Kloos">Heidi Kloos</name><name sortKey="Van Orden, Guy C" sort="Van Orden, Guy C" uniqKey="Van Orden G" first="Guy C." last="Van Orden">Guy C. Van Orden</name></noCountry></tree></affiliations></record>Pour manipuler ce document sous Unix (Dilib)
EXPLOR_STEP=$WICRI_ROOT/Ticri/CIDE/explor/HapticV1/Data/Ncbi/Merge
HfdSelect -h $EXPLOR_STEP/biblio.hfd -nk 001700 | SxmlIndent | more
Ou
HfdSelect -h $EXPLOR_AREA/Data/Ncbi/Merge/biblio.hfd -nk 001700 | SxmlIndent | more
Pour mettre un lien sur cette page dans le réseau Wicri
{{Explor lien
|wiki= Ticri/CIDE
|area= HapticV1
|flux= Ncbi
|étape= Merge
|type= RBID
|clé= PMC:3580042
|texte= Situated Naïve Physics: Task Constraints Decide what Children Know about Density
}}
Pour générer des pages wiki
HfdIndexSelect -h $EXPLOR_AREA/Data/Ncbi/Merge/RBID.i -Sk "pubmed:20853994" \
| HfdSelect -Kh $EXPLOR_AREA/Data/Ncbi/Merge/biblio.hfd \
| NlmPubMed2Wicri -a HapticV1
| This area was generated with Dilib version V0.6.23. |  |