Thinking about the unknown |
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| Institution: | 1. Laboratory of Emotions Neurobiology, Nencki Institute of Experimental Biology of Polish Academy of Sciences, Warsaw, Poland;2. Bioimaging Research Center, World Hearing Center, Institute of Physiology and Pathology of Hearing, Warsaw, Poland;3. Laboratory of Neuroinformatics, Nencki Institute of Experimental Biology of Polish Academy of Sciences, Warsaw, Poland;4. Department of Epistemology, Faculty of Philosophy, University of Warsaw, Warsaw, Poland;1. Department of Obstetrics and Gynaecology, Mercy Hospital for Women, University of Melbourne, Heidelberg 3084, VIC, Australia;1. Lurie Children''s Hospital, Epilepsy Center, Chicago, IL 60611, USA;2. Department of Pediatrics and Department of Neurology, University of Washington, Seattle, WA 98145, USA;3. Center for Integrative Brain Research, Seattle Children''s Research Institute, Seattle, WA 98145, USA;1. College of Applied Sciences, Beijing University of Technology, Beijing 100083, China;2. Key Laboratory of Brain and Education, Nanning Normal University, Nanning 210046, China;3. Department of Psychology, University of Chinese Academy of Sciences (UCAS), Beijing 100049, China;4. CAS Key Laboratory of Behavioral Sciences, Institute of Psychology, Beijing 100101, China;5. Magnetic Resonance Imaging Research Center and Research Center for Lifespan Development of Mind and Brain (CLIMB), CAS Institute of Psychology, Beijing 100101, China;6. Institute for Brain Research and Rehabilitation, South China Normal University, Guangzhou 51063, China |
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| Abstract: | A long tradition of research suggests that children and adults with no formal education are prone to reason only on the basis of their first-hand experience, and do not encode and reason from novel generalizations supplied by other people. However, recent research reveals that when given simple prompts, even pre-school children can reason from adults’ unfamiliar claims. A radical implication of these findings is that young children arrive at school with a pre-existing capacity for thinking and reasoning about the unknown. The assumption that early learning should be rooted in children's own empirical experience could be mistaken. |
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