If it's in your mind, it's in your knowledge: Children's developing anatomy of identity

被引：20

作者：

Corriveau, KH ^{[1
]}

Pasquini, ES ^{[1
]}

Harris, PL ^{[1
]}

机构：

[1] Harvard Univ, HGSE, Cambridge, MA 02138 USA

来源：

COGNITIVE DEVELOPMENT | 2005年 / 20卷 / 02期

基金：

美国国家科学基金会;

关键词：

mind; brain; body; personal identity;

D O I：

10.1016/j.cogdev.2005.04.005

中图分类号：

B844 [发展心理学（人类心理学）];

学科分类号：

040202 ;

摘要：

Recent work has investigated children's developing understanding of the anatomical locus of identity. In two studies, we extend this work by exploring the role of the mind as opposed to the brain in children's conceptualization of identity. In Experiment 1, an analysis of natural language indicated that adults use the term mind more frequently than the term brain with reference to identity-related mental processes. Children's output displayed a similar bias. In Experiment 2, we compared the judgments of 5- and 7-year-old children to those displayed by adults. Participants heard stories in which a magical transformation resulted in either a creature with a mismatch between brain and body or a creature with a mismatch between mind and body. Children were more accurate in recognizing the enduring identity of this transformed creature when the transformation resulted in a mismatch between mind and body as compared to brain and body. (c) 2005 Elsevier Inc. All rights reserved.

引用

页码：321 / 340

页数：20

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