|کد مقاله||کد نشریه||سال انتشار||مقاله انگلیسی||ترجمه فارسی||نسخه تمام متن|
|5041411||1370458||2018||5 صفحه PDF||ندارد||دانلود رایگان|
Institutional objects, such as money, driversâ licenses, and borders, have functions because of their social roles rather than their immediate physical properties. These objects are causally different than standard artifacts (e.g. hammers, chairs, and cars), sharing more commonality with other social roles. Thus, they inform psychological theories of human-made objects as well as childrenâs emerging understanding of social reality. We examined whether children (NÂ =Â 180, ages 4â9) differentiate institutional objects from standard artifacts. Specifically, we examine whether children understand that mutual intentions (i.e., the intentions of a social collective) underlie the functional affordances of institutional objects in ways that they do not for standard artifacts. We find that young children assimilate institutional objects into their intuitive theories of standard artifacts; children begin to differentiate between the domains in the elementary school years.
Journal: Cognition - Volume 170, January 2018, Pages 83-87