核心知识,语言学习,道德和教育学的起源:回复“婴儿知道什么”的评论

IF 1.8 3区 心理学 Q1 LINGUISTICS
Mind & Language Pub Date : 2023-11-03 DOI:10.1111/mila.12490
Elizabeth S. Spelke
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引用次数: 0

摘要

Hamlin、Revencu和Csibra的敏锐评论为道德评价、沟通和教学学习的早期出现提供了令人信服的论据和证据。我接受这些结论,但不同意评论者的说法,即婴儿在这些领域的才能取决于道德评价或教学交流的核心系统。相反,我认为人作为代理人和社会存在的核心知识,加上婴儿对母语的逐渐理解,有助于将人作为道德代理人、道德病人、沟通者和教师来学习。然而,这些问题是公开的,我们相互竞争的观点需要进一步的检验。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Core knowledge, language learning, and the origins of morality and pedagogy: Reply to reviews of What babies know
The astute reviews by Hamlin and by Revencu and Csibra provide compelling arguments and evidence for the early emergence of moral evaluation, communication, and pedagogical learning. I accept these conclusions but not the reviewers' claims that infants' talents in these domains depend on core systems of moral evaluation or pedagogical communication. Instead, I suggest that core knowledge of people as agents and as social beings, together with infants' emerging understanding of their native language, support learning about people as moral agents, moral patients, communicators, and teachers. These issues are open, however, and our competing views invite further testing.
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来源期刊
Mind & Language
Mind & Language Multiple-
CiteScore
4.90
自引率
0.00%
发文量
58
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