学前儿童对疾病的认知

Preschool children’s understanding of illness

通过三个研究分别探查了教育条件不同的两组学前儿童能否以疾病这一生命现象为指标做出生物和非生物的本体区分；他们是否理解疾病的产生和康复不受心理意图控制；以及他们对疾病原因的认识。结果显示，3、4、5岁学前儿童在分类作业中的认知成绩随年龄逐渐提高，他们能够认识疾病不受意图控制。其对疾病原因的解释既不用意图也不用道德准则，而主要是从行为水平，表现出“朴素生物学”的认知，但其认知与成人的认知和科学的生物学概念有明显差距。教育条件影响儿童的疾病认知成绩。

Research on children’s understanding of illness is particularly concerned from the perspective of conceptual change and cognitive development. Instead of focusing on general logical structures as Piaget did， recent idea of conceptual change presupposes the domain-specificity of cognitive development. There is still debate on whether young children acquired a separate biological domain and how that domain can best be characterized. This research was designed according to the 3 components of na?ve