But Why?: Children’s belief in the necessity of explanations

IF 1.8 2区 心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL
Teresa Flanagan , Alejandro Vesga , Tamar Kushnir , Shaun Nichols
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Abstract

Children exhibit sophisticated explanatory judgments: they expect, value, and judge explanations of salient facts. Do children also believe that everything must have an explanation? If so, they would exhibit a metaphysical explanatory judgment conforming to what philosophers have called the Principle of Sufficient Reason (PSR). In this study, 6–9-year-old children (N = 80, Mage = 7.92, SDage = 1.21) were shown statements across domains (Psychology, Biology, Nature, Physics, Religion, and Supernatural). For each statement, children were asked if they agree with a person who says there must be an explanation, even if we do not know it, or with a person who says there may not be an explanation. As a comparison, children were also asked about coincidences, which should not necessitate an explanation under the PSR. Results suggest that indeed children conform to the PSR: children of all ages believed that the statements must have an explanation. Notably, 7–9-year-olds thought coincidences do not have to have an explanation, while 6-year-olds did not differ between the statements and coincidences. This is the first step at uncovering a developmental change in our metaphysical explanatory judgments.
但是为什么呢?儿童对解释的必要性的信念
儿童表现出复杂的解释性判断:他们期待、重视和判断对重要事实的解释。孩子们是否也相信凡事必有解释?如果是这样,他们就会表现出一种形而上学的解释性判断,符合哲学家们所谓的“充分理性原则”(PSR)。在这项研究中,6 - 9岁的儿童(N = 80, Mage = 7.92, SDage = 1.21)被展示跨领域的陈述(心理学,生物学,自然,物理,宗教和超自然)。对于每一个陈述,孩子们被问及他们是否同意一个人说的必须有一个解释,即使我们不知道它,或者一个人说的可能没有一个解释。作为比较,儿童还被问及关于巧合的问题,根据《战略战略报告》,这不需要作出解释。结果表明,儿童确实符合PSR:所有年龄段的儿童都认为这些陈述必须有一个解释。值得注意的是,7 - 9岁的孩子认为巧合不必有解释,而6岁的孩子在陈述和巧合之间没有区别。这是揭示我们形而上学解释性判断的发展变化的第一步。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
4.50
自引率
7.70%
发文量
190
期刊介绍: The Journal of Experimental Child Psychology is an excellent source of information concerning all aspects of the development of children. It includes empirical psychological research on cognitive, social/emotional, and physical development. In addition, the journal periodically publishes Special Topic issues.
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