Conceptions naïves de la mort des végétaux entre six et dix ans

Labrell, Florence; Charlieux, Benoît

doi:10.1016/j.psfr.2008.04.001

Cited by 3 publications

(5 citation statements)

References 30 publications

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“…While object typicality has rarely been taken into account in studies of children's conceptions of plants (except in Nguyen & Gelman, 2002;Labrell & Charlieux, 2009), and although the typicality effect has been shown to decrease with age (Cordier & Spitz, 1998), we decided to control for this factor on the basis of previous studies (Meunier & Cordier, 2004;Rosch, Simpson, & Miller, 1976). Thus, daffodil, apple tree and houseplant are considered typical, whereas palm tree, lily of the valley and cactus are considered less typical.…”

Section: Methodsmentioning

confidence: 99%

“…Indeed, plants' surface properties make it difficult to classify them as living things: unlike animals, plants have no obvious organs, and can be perceptually very different from one another, as for instance trees and mosses (Labrell & Charlieux, 2009;Richards & Siegler, 1986). And precisely, plants do not spontaneously move, unlike animals, even if growth or falling leaves are motions affecting them.…”

Section: Please Scroll Down For Articlementioning

confidence: 99%

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Children's justifications of plants as living things between 5 and 7 years of age

Brulé¹,

Labrell²,

Mégalakaki³

et al. 2014

European Journal of Developmental Psychology

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Section: Methodsmentioning

confidence: 99%

Section: Please Scroll Down For Articlementioning

confidence: 99%

Children's justifications of plants as living things between 5 and 7 years of age

Brulé¹,

Labrell²,

Mégalakaki³

et al. 2014

European Journal of Developmental Psychology

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“…According to Carey (), the human serves as a prototype of biological function, whose properties are projected onto other animals according to their degree of perceptual similarity. This represents an obstacle to the study of plants, as human or animal properties cannot be attributed to plants on the basis of either perceptual similarity or a common name (Labrell & Charlieux, ; Richards & Siegler, ). In this study, therefore, we used a property attribution task that allowed us to ask questions such as “What can grow?” without any reference to humans.…”

Section: Introductionmentioning

confidence: 99%

“…One of the obstacles to attributing properties to plants is that children under 6 years have difficulty in considering plants as living things independently of human beings (Carey, 1985;Fouquet & Megalakaki, 2013;Labrell & Charlieux, 2009). Several biological properties are nonetheless attributed to plants, such as growth (Declercq & Labrell, 2009) and healing (Backscheider, Shatz, & Gelman, 1993).…”

Section: Introductionmentioning

confidence: 99%

“…Several biological properties are nonetheless attributed to plants, such as growth (Declercq & Labrell, 2009) and healing (Backscheider, Shatz, & Gelman, 1993). Understanding illness and death in plants is particularly complex (Nguyen & Gelman, 2002), as children up to the age of 6 years have difficulty relinquishing intentional reasoning when they were asked if plants "could die if they want to" (Labrell & Charlieux, 2009). These two properties (illness and death) require children to grasp what Labrell and Stefaniak (2011) call the diachronic dimension, that is, the notion that biological processes take place over time (e.g., lifecycles).…”

Section: Introductionmentioning

confidence: 99%

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Children's understanding of animal, plant, and artifact properties between 3 and 6 years

Fouquet

Mégalakaki

Labrell

2017

Infant and Child Development

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We investigated the kinds of biological properties that children aged 3–6 years attribute to animals, plants, and artifacts by administering a property attribution task and eliciting explanations for the resulting property attributions. Findings indicated that, from the age of 3 years, children more frequently attribute properties to animals than they do to plants or artifacts. Moreover, attributions increased with age for animals, decreased for artifacts, and remained constant for plants. Concerning the conceptual development of animals and plants, results showed that the properties subtending children's initial conceptualization of animals are movement and nutrition, followed by growth, backed up by perceptual, biological, and categorical explanations. By contrast, for plants, the properties are growth and then movement, backed up by perceptual and biological arguments. These findings provide some support for the idea that both conceptual information and perceptual cues influence children's conceptual development. Highlights This paper compares children's understanding of animals, plants, and artifacts between 3 and 6 years, in terms of property attributions and the spontaneous explanations of these objects. With a property attribution task, children more frequently attribute properties to animals than they do to plants or artifacts. Findings suggest that both conceptual information and perceptual cues influence children's conceptual development.

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Le développement des propriétés biologiques de maladie et de mort sous l’angle des théories naïves biologiques et de l’éducation

Labrell¹

2023

Enfance

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Cet article a pour objectif principal de présenter le développement des conceptions de la mort et de la maladie pendant l’enfance au travers d’une revue de la littérature. Pour l’une et l’autre de ces propriétés du vivant, les différentes méthodes d’évaluation utilisées selon l’âge de l’enfant (comme les tris d’images, les dessins, les questionnaires, ou encore les appariements entre certaines causes et certains effets) ont été identifiées. De plus, le calendrier de l’acquisition de chaque concept est établi, même si ce calendrier est parfois dépendant des outils d’évaluation utilisés, notamment ceux basés sur des réponses verbales. Les théories naïves de la maladie dépendent pour beaucoup quant à elles des types mêmes de maladie. Enfin, les facteurs d’acquisition des théories naïves de la mort et de la maladie sont recensés dans cet article, qu’il s’agisse du développement mental en général, ou de dimensions cognitives plus spécifiques comme les connaissances temporelles, sans oublier les croyances et les coutumes parentales, elles-mêmes ancrées dans une culture donnée. Dans une dernière partie, l’éducabilité des concepts de mort et de maladie est appréhendée dans le contexte scolaire et dans celui de l’éducation à la santé, à une époque de pandémie mondiale propice à ce type d’étude.

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Conceptions naïves de la mort des végétaux entre six et dix ans

Cited by 3 publications

References 30 publications

Children's justifications of plants as living things between 5 and 7 years of age

Children's justifications of plants as living things between 5 and 7 years of age

Children's understanding of animal, plant, and artifact properties between 3 and 6 years

Le développement des propriétés biologiques de maladie et de mort sous l’angle des théories naïves biologiques et de l’éducation

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