Infants' On-line Segmentation of Dynamic Human Action |
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| Authors: | Megan M. Saylor Dare A. Baldwin Jodie A. Baird Jennifer LaBounty |
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| Affiliation: | 1. Department of Psychology and Human Development , Vanderbilt University ,;2. Department of Psychology , University of Oregon ,;3. Department of Psychology , University of Toronto ,;4. Department of Psychology , University of Michigan , |
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| Abstract: | Identifying the developmental origins of scientific thinking, as well as its endpoint, provides an essential framework for understanding its development. The origins of scientific thinking are claimed here to lie in attainments in epistemological understanding, beginning with the understanding achieved at about 4 years of age that assertions generated by human minds are distinguishable from an external reality against which they can be compared. Despite this achievement, children between 4 and 6 years of age exhibit an epistemological category mistake regarding the source of knowledge. They confuse a theory making it plausible that an event occurred and evidence indicating that the event did occur, as the source of their knowing that the event occurred. Appreciation of this distinction develops rapidly during this age range and reflects increasing mastery of an epistemological understanding we argue to be of foundational status for the development of scientific thinking, defined here as the consciously controlled coordination of theory and evidence. |
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