Development of Teleological Explanations in Peruvian Quechua-Speaking and U.S. English-Speaking Preschoolers and Adults

Autor/inn/en	Sánchez Tapia, Ingrid; Gelman, Susan A.; Hollander, Michelle A.; Manczak, Erika M.; Mannheim, Bruce; Escalante, Carmen
Titel	Development of Teleological Explanations in Peruvian Quechua-Speaking and U.S. English-Speaking Preschoolers and Adults
Quelle	In: Child Development, 87 (2016) 3, S.747-758 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.12497
Schlagwörter	Cultural Influences; Preschool Children; Adults; Indigenous Populations; Age Differences; Cultural Differences; Foreign Countries; Logical Thinking; College Students; Peru; United States + Suchen Sie Ihr Suchwort? Cultural influence; Kultureinfluss; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Sinti und Roma; Age; Difference; Age difference; Altersunterschied; Kultureller Unterschied; Ausland; Collegestudent; USA
Abstract	Teleological reasoning involves the assumption that entities exist for a purpose (giraffes have long necks for reaching leaves). This study examines how teleological reasoning relates to cultural context, by studying teleological reasoning in 61 Quechua-speaking Peruvian preschoolers (M[subscript age] = 5.3 years) and adults in an indigenous community, compared to 72 English-speaking U.S. preschoolers (M[subscript age] = 4.9 years) and university students. Data were responses to open-ended "why" questions ("Why is that mountain tall?"). Teleological explanations about nonliving natural kinds were more frequent for children than adults, and for Quechua than U.S. participants. However, changes with age were importantly distinct from differences corresponding to cultural variation. Developmental and cultural differences in teleological explanations may reflect causal analysis of the features under consideration. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01