Situated Naïve Physics: Task Constraints Decide what Children Know about Density
Identifieur interne : 001904 ( Pmc/Curation ); précédent : 001903; suivant : 001905Situated 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
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Heidi Kloos<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>
<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>
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<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>
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<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>
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<article-categories><subj-group subj-group-type="heading"><subject>Article</subject>
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<title-group><article-title>Situated Naïve Physics: Task Constraints Decide what Children Know about Density</article-title>
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<contrib-group><contrib contrib-type="author"><name><surname>Kloos</surname>
<given-names>Heidi</given-names>
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<xref ref-type="aff" rid="A1">a</xref>
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<contrib contrib-type="author"><name><surname>Fisher</surname>
<given-names>Anna</given-names>
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<xref ref-type="aff" rid="A2">b</xref>
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<contrib contrib-type="author"><name><surname>Van Orden</surname>
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<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>
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<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>
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