98%
921
2 minutes
20
Young children in Western cultures tend to endorse teleological (function-based) explanations broadly across many domains, even when scientifically unwarranted. For instance, in contrast to Western adults, they explicitly endorse the idea that mountains were created for climbing, just like hats were created for warmth. Is this bias a product of culture or a product of universal aspects of human cognition? In two studies, we explored whether adults and children in Mainland China, a highly secular, non-Western culture, show a bias for teleological explanations. When explaining both object properties (Experiment 1) and origins (Experiment 2), we found evidence that they do. Whereas Chinese adults restricted teleological explanations to scientifically warranted cases, Chinese children endorsed them more broadly, extending them across different kinds of natural phenomena. This bias decreased with rising grade level across first, second, and fourth grades. Overall, these data provide evidence that children's bias for teleological explanations is not solely a product of Western Abrahamic cultures. Instead, it extends to other cultures, including the East Asian secular culture of modern-day China. This suggests that the bias for function-based explanations may be driven by universal aspects of human cognition.
Download full-text PDF |
Source |
---|---|
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC5296364 | PMC |
http://dx.doi.org/10.1016/j.jecp.2016.12.006 | DOI Listing |
J Cogn Dev
November 2024
Department of Psychology, New York University.
Young children in the U.S. tend to hold narrow, idealized prototypes for animal and social categories, focusing on ideas about how categories be and ignoring category variability.
View Article and Find Full Text PDFFront Psychol
June 2025
Department of Psychology, Conceptual Organization, Reasoning, and Education Laboratory (CORE Lab), Northeastern University, Boston, MA, United States.
No model to date has integrated findings from teleological explanation with findings from moral reasoning to explore an underlying mechanism of moral cognition. We hypothesize that a preference for teleology, whereby consequences are assumed to be intentional, can explain instances where adults make judgments that seemingly neglect to account for intent. Across two studies, we investigated whether manipulating teleological reasoning influences moral judgment.
View Article and Find Full Text PDFElife
May 2025
Department of Bioengineering, George Mason University, Fairfax, United States.
Spatial periodicity in grid cell firing has been interpreted as a neural metric for space providing animals with a coordinate system in navigating physical and mental spaces. However, the specific computational problem being solved by grid cells has remained elusive. Here, we provide mathematical proof that spatial periodicity in grid cell firing is the only possible solution to a neural sequence code of 2-D trajectories and that the hexagonal firing pattern of grid cells is the most parsimonious solution to such a sequence code.
View Article and Find Full Text PDFFound Sci
April 2023
Free University: Vrije Universiteit Amsterdam, Amsterdam, The Netherlands.
The humanistic disciplines aim to offer explanations of a wide variety of phenomena. Philosophical theories of explanation have focused mostly on explanations in the natural sciences; a much discussed theory of explanation is the causal theory of explanation. Recently it has come to be recognized that the sciences sometimes offer respectable explanations that are non-causal.
View Article and Find Full Text PDFCBE Life Sci Educ
March 2025
Department of Psychology, Northeastern University, Boston, MA, 02115.
Previous research has shown that students employ intuitive thinking when understanding scientific concepts. Three types of intuitive thinking-essentialist, teleological, and anthropic thinking-are used in biology learning and can lead to misconceptions. However, it is unknown how commonly these types of intuitive thinking, or cognitive construals, are used spontaneously in students' explanations across biological concepts and whether this usage is related to endorsement of construal-consistent misconceptions.
View Article and Find Full Text PDF