Parent-child conversations regarding the ontological status of a robotic dog

被引:28
作者
Jipson, Jennifer L. [1 ]
Gulgoz, Selin [2 ]
Gelman, Susan A. [2 ]
机构
[1] Calif Polytech State Univ San Luis Obispo, San Luis Obispo, CA 93407 USA
[2] Univ Michigan, Ann Arbor, MI 48109 USA
关键词
Robot; Parent-child; Ontology; Ontological; Animate; Inanimate; Concepts; Conceptual development; PRESCHOOLERS ABILITY; SOCIAL COGNITION; LIVING THINGS; DIFFERENTIATION; ANIMALS; SCIENCE; KINDS; EXPLANATIONS; CATEGORIES; COMPUTERS;
D O I
10.1016/j.cogdev.2016.03.001
中图分类号
B844 [发展心理学(人类心理学)];
学科分类号
040202 ;
摘要
Prior research shows that children's reasoning about robots tests the boundaries of their ontological commitments. In this study, we investigated the potential role of parent-child conversation in guiding children's developing understandings about robots. Parents and children (3- and 5-year-olds) engaged in a play session in which they talked about a robotic dog, a live animal (a rodent), and a human-made artifact (a toy car). Afterwards, participants reasoned about whether each item had a set of animate (e.g., biological, psychological, sensory) and artifact (e.g., human-made, breakable) properties. Findings revealed that parents and children spontaneously talked about the robotic dog using both animate and artifact properties during the play session. Furthermore, parent talk in the play session had the most influence on children's reasoning when the properties under consideration were less well-established in children's thinking and/or not easily identified by visual cues (i.e., psychological and sensory). (C) 2016 Elsevier Inc. All rights reserved.
引用
收藏
页码:21 / 35
页数:15
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