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Douglas L Medin - One of the best experts on this subject based on the ideXlab platform.
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humans really are animals picture book reading influences 5 year old urban children s construal of the relation between humans and non human animals
Frontiers in Psychology, 2014Co-Authors: Sandra R Waxman, Patricia A Herrmann, Jennie Woodring, Douglas L MedinAbstract:What is the relation between humans and nonhuman animals? From a biological perspective, we view humans as one species among many, but in the fables and films we create for children, we often offer an anthropocentric perspective, imbuing nonhuman animals with human-like characteristics. What are the consequences of these distinctly different perspectives on children’s reasoning about the natural world? Some have argued that children universally begin with an anthropocentric perspective and that acquiring a biological perspective requires a basic conceptual change (cf. Carey 1985). But recent work reveals that this anthropocentric perspective, evidenced in urban five-year-olds, is not evident in three-year-olds (Herrmann et al. 2010). This indicates that the anthropocentric perspective is not an obligatory first step in children’s reasoning about biological phenomena. In the current paper, we introduced a Priming Manipulation to assess whether five-year-olds’ reasoning about a novel biological property is influenced by the perspectives they encounter in children’s books. Just before participating in a reasoning task, each child read a book about bears with an experimenter. What varied was whether bears were depicted from an anthropomorphic (Berenstain Bears) or biological perspective (Animal Encyclopedia). The Priming had a dramatic effect. Children reading the Berenstain Bears showed the standard anthropocentric reasoning pattern, but those reading the Animal Encyclopedia adopted a biological pattern. This offers evidence that urban five-year-olds can adopt either a biological or a human-centered stance, depending upon the context. Thus, children’s books and other media are double-edged swords. Media may (inadvertently) support human-centered reasoning in young children, but may also be instrumental in redirecting children’s attention to a biological model.
Sandra R Waxman - One of the best experts on this subject based on the ideXlab platform.
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humans really are animals picture book reading influences 5 year old urban children s construal of the relation between humans and non human animals
Frontiers in Psychology, 2014Co-Authors: Sandra R Waxman, Patricia A Herrmann, Jennie Woodring, Douglas L MedinAbstract:What is the relation between humans and nonhuman animals? From a biological perspective, we view humans as one species among many, but in the fables and films we create for children, we often offer an anthropocentric perspective, imbuing nonhuman animals with human-like characteristics. What are the consequences of these distinctly different perspectives on children’s reasoning about the natural world? Some have argued that children universally begin with an anthropocentric perspective and that acquiring a biological perspective requires a basic conceptual change (cf. Carey 1985). But recent work reveals that this anthropocentric perspective, evidenced in urban five-year-olds, is not evident in three-year-olds (Herrmann et al. 2010). This indicates that the anthropocentric perspective is not an obligatory first step in children’s reasoning about biological phenomena. In the current paper, we introduced a Priming Manipulation to assess whether five-year-olds’ reasoning about a novel biological property is influenced by the perspectives they encounter in children’s books. Just before participating in a reasoning task, each child read a book about bears with an experimenter. What varied was whether bears were depicted from an anthropomorphic (Berenstain Bears) or biological perspective (Animal Encyclopedia). The Priming had a dramatic effect. Children reading the Berenstain Bears showed the standard anthropocentric reasoning pattern, but those reading the Animal Encyclopedia adopted a biological pattern. This offers evidence that urban five-year-olds can adopt either a biological or a human-centered stance, depending upon the context. Thus, children’s books and other media are double-edged swords. Media may (inadvertently) support human-centered reasoning in young children, but may also be instrumental in redirecting children’s attention to a biological model.
Alec Marantz - One of the best experts on this subject based on the ideXlab platform.
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meg masked Priming evidence for form based decomposition of irregular verbs
Frontiers in Human Neuroscience, 2013Co-Authors: Joseph Fruchter, Linnaea Stockall, Alec MarantzAbstract:To what extent does morphological structure play a role in early processing of visually presented English past tense verbs? Previous masked Priming studies have demonstrated effects of obligatory form-based decomposition for genuinely affixed words (teacher-TEACH) and pseudo-affixed words (corner-CORN), but not for orthographic controls (brothel-BROTH). Additionally, MEG single word reading studies have demonstrated that the transition probability from stem to affix (in genuinely affixed words) modulates an early evoked response known as the M170; parallel findings have been shown for the transition probability from stem to pseudo-affix (in pseudo-affixed words). Here, utilizing the M170 as a neural index of visual form-based morphological decomposition, we ask whether the M170 demonstrates masked morphological Priming effects for irregular past tense verbs (following a previous study which obtained behavioral masked Priming effects for irregulars). Dual mechanism theories of the English past tense predict a rule-based decomposition for regulars but not for irregulars, while certain single mechanism theories predict rule-based decomposition even for irregulars. MEG data was recorded for 16 subjects performing a visual masked Priming lexical decision task. Using a functional region of interest (fROI) defined on the basis of repetition Priming and regular morphological Priming effects within the left fusiform and inferior temporal regions, we found that activity in this fROI was modulated by the masked Priming Manipulation for irregular verbs, during the time window of the M170. We also found effects of the scores generated by the learning model of Albright and Hayes (2003) on the degree of Priming for irregular verbs. The results favor a single mechanism account of the English past tense, in which even irregulars are decomposed into stems and affixes prior to lexical access, as opposed to a dual mechanism model, in which irregulars are recognized as whole forms.
Jennie Woodring - One of the best experts on this subject based on the ideXlab platform.
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humans really are animals picture book reading influences 5 year old urban children s construal of the relation between humans and non human animals
Frontiers in Psychology, 2014Co-Authors: Sandra R Waxman, Patricia A Herrmann, Jennie Woodring, Douglas L MedinAbstract:What is the relation between humans and nonhuman animals? From a biological perspective, we view humans as one species among many, but in the fables and films we create for children, we often offer an anthropocentric perspective, imbuing nonhuman animals with human-like characteristics. What are the consequences of these distinctly different perspectives on children’s reasoning about the natural world? Some have argued that children universally begin with an anthropocentric perspective and that acquiring a biological perspective requires a basic conceptual change (cf. Carey 1985). But recent work reveals that this anthropocentric perspective, evidenced in urban five-year-olds, is not evident in three-year-olds (Herrmann et al. 2010). This indicates that the anthropocentric perspective is not an obligatory first step in children’s reasoning about biological phenomena. In the current paper, we introduced a Priming Manipulation to assess whether five-year-olds’ reasoning about a novel biological property is influenced by the perspectives they encounter in children’s books. Just before participating in a reasoning task, each child read a book about bears with an experimenter. What varied was whether bears were depicted from an anthropomorphic (Berenstain Bears) or biological perspective (Animal Encyclopedia). The Priming had a dramatic effect. Children reading the Berenstain Bears showed the standard anthropocentric reasoning pattern, but those reading the Animal Encyclopedia adopted a biological pattern. This offers evidence that urban five-year-olds can adopt either a biological or a human-centered stance, depending upon the context. Thus, children’s books and other media are double-edged swords. Media may (inadvertently) support human-centered reasoning in young children, but may also be instrumental in redirecting children’s attention to a biological model.
Patricia A Herrmann - One of the best experts on this subject based on the ideXlab platform.
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humans really are animals picture book reading influences 5 year old urban children s construal of the relation between humans and non human animals
Frontiers in Psychology, 2014Co-Authors: Sandra R Waxman, Patricia A Herrmann, Jennie Woodring, Douglas L MedinAbstract:What is the relation between humans and nonhuman animals? From a biological perspective, we view humans as one species among many, but in the fables and films we create for children, we often offer an anthropocentric perspective, imbuing nonhuman animals with human-like characteristics. What are the consequences of these distinctly different perspectives on children’s reasoning about the natural world? Some have argued that children universally begin with an anthropocentric perspective and that acquiring a biological perspective requires a basic conceptual change (cf. Carey 1985). But recent work reveals that this anthropocentric perspective, evidenced in urban five-year-olds, is not evident in three-year-olds (Herrmann et al. 2010). This indicates that the anthropocentric perspective is not an obligatory first step in children’s reasoning about biological phenomena. In the current paper, we introduced a Priming Manipulation to assess whether five-year-olds’ reasoning about a novel biological property is influenced by the perspectives they encounter in children’s books. Just before participating in a reasoning task, each child read a book about bears with an experimenter. What varied was whether bears were depicted from an anthropomorphic (Berenstain Bears) or biological perspective (Animal Encyclopedia). The Priming had a dramatic effect. Children reading the Berenstain Bears showed the standard anthropocentric reasoning pattern, but those reading the Animal Encyclopedia adopted a biological pattern. This offers evidence that urban five-year-olds can adopt either a biological or a human-centered stance, depending upon the context. Thus, children’s books and other media are double-edged swords. Media may (inadvertently) support human-centered reasoning in young children, but may also be instrumental in redirecting children’s attention to a biological model.