学前儿童用“人为不介入原理”区分生物、非生物能力的发展

本研究采用访谈法，考查4～6岁儿童对生物的“人为不介入原理”的理解。研究结果表明：1．学前儿童没有表现出明显的“泛灵论”倾向。2．学前儿童对“人为不介入原理”的理解随年龄增长而呈现提高趋势，多数6岁儿童已经能够利用这一原理区分生物和非生物。3．学前儿童对不同领域刺激物的认知表现出不平衡性，对动物的认知优先发展，植物次之，对人造物认知的发展落后于对生物认知的发展。4．学前儿童表现出初步的分类概念。

The Development of Preschooler' s Ability to Distinguish Between Living Kinds andNon-Living Kinds by Means of Human Nom Involvement

The present study examined how children understood the human non involvement principle. The results were: 1) Young children are not strictly animistic; 2) The development of children's understanding the human non involvement principle grows with age. Many six year old children could display some understanding of this principle by being sensitive to the distinction between artifacts and natural kinds; 3) There was difference in preschoolers' development of biological causal cognition, for they showed different performance in different domains; 4) Children might have some knowledge about category.