Children’s biological causal models of disability

IF 1.8 3区 心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL
David Menendez , Susan A. Gelman
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引用次数: 0

Abstract

The term “disability” encompasses many conditions (including a range of learning, intellectual, physical, sensory and socioemotional disorders) that can be caused by a variety of genetic, environmental, and unknown factors. We examine how children reason about the biological nature of disabilities, specifically the extent to which they use 'essentialist', 'infectious disease', or 'bodily damage' causal models. These models provide competing predictions regarding the biological nature of disability. The essentialist model views disabilities as caused by an internal essence, akin to genes, and entails thinking of disabilities as stable, immutable, and inheritable. The infectious disease model views disabilities as communicable, abnormal, and needing intervention. The bodily damage model views disabilities as resulting from injuries or toxins, which maybe stable but are not inheritable or transmissible. We review what is known about children's acquisition of these models, and discuss how disentangling these biological models is a fruitful avenue for future research.

儿童对残疾的生物学因果模型
残疾 "一词包含许多情况(包括一系列学习、智力、身体、感官和社会情感障碍),可由各种遗传、环境和未知因素造成。我们研究了儿童如何推理残疾的生物学性质,特别是他们在多大程度上使用了 "本质论"、"传染病 "或 "身体损伤 "因果模型。这些模式对残疾的生物学性质做出了相互竞争的预测。本质主义模式认为残疾是由类似基因的内在本质造成的,并认为残疾是稳定的、不可改变的和可遗传的。传染病模式认为残疾是可传染的、不正常的、需要干预的。身体损伤模式认为残疾是由伤害或毒素造成的,这些伤害或毒素可能是稳定的,但不能遗传或传播。我们回顾了目前已知的有关儿童获得这些模式的知识,并讨论了如何将这些生物模式区分开来是未来研究的一个富有成效的途径。
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来源期刊
CiteScore
3.20
自引率
5.60%
发文量
114
期刊介绍: Cognitive Development contains the very best empirical and theoretical work on the development of perception, memory, language, concepts, thinking, problem solving, metacognition, and social cognition. Criteria for acceptance of articles will be: significance of the work to issues of current interest, substance of the argument, and clarity of expression. For purposes of publication in Cognitive Development, moral and social development will be considered part of cognitive development when they are related to the development of knowledge or thought processes.
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