Epistemic justifications for belief in the unobservable: The impact of minority status.
Telli Davoodi,Yixin Kelly Cui,Jennifer M. Clegg,Fang E. Yan,Ayse Payir,Paul L. Harris,Kathleen H. Corriveau +6 more
TLDR
The results show that under certain circumstances - notably when holding minority beliefs - tracking the source of beliefs serves as a central epistemic justification.About:
This article is published in Cognition.The article was published on 2020-07-01 and is currently open access. It has received 14 citations till now. The article focuses on the topics: Unobservable & Minority group.read more
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Beliefs of children and adults in religious and scientific phenomena.
TL;DR: Within the domains of both science and religion, beliefs in unobservable phenomena - such as bacteria or the soul - are common, and when individuals are invited to indicate the basis for their beliefs within each domain, a surprisingly similar pattern of justification is apparent.
Journal ArticleDOI
Beliefs about Unobservable Scientific and Religious Entities are Transmitted via Subtle Linguistic Cues in Parental Testimony
TL;DR: The authors explored the role of parental testimony in children's developing beliefs about the ontological status of typically unobservable phenomena and found that parents and their 5- to 7-year-old children (N ǫ = 25 ) were more likely to report that the ontology status of a phenomenon was unknown to them.
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Children's Ideas About What Can Really Happen: The Impact of Age and Religious Background
Ayse Payir,Niamh McLoughlin,Yixin Kelly Cui,Telli Davoodi,Jennifer M. Clegg,Paul L. Harris,Kathleen H. Corriveau +6 more
TL;DR: This paper found that five-to-11-year-old U.S. children, from either a religious or a secular background, judged whether story events could really happen, and children frequently invoked causal regularities in justifying their judgments.
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Parents’ Beliefs about Their Influence on Children’s Scientific and Religious Views: Perspectives from Iran, China and the United States
Niamh McLoughlin,Telli Davoodi,Yixin Kelly Cui,Jennifer M. Clegg,Paul L. Harris,Kathleen H. Corriveau +5 more
TL;DR: In this article, parents in Iran, China and the United States were asked about their potential influence on their children's religious and scientific views and to consider a situation in which their children expressed dissent.
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Varieties of Ignorance: Mystery and the Unknown in Science and Religion
Telli Davoodi,Tania Lombrozo +1 more
TL;DR: This article found that science and religion are associated with different forms of ignorance: scientific ignorance is typically expressed as a personal unknown (“it's unknown to me”), whereas religious ignorance is expressed as universal mystery (''it's a mystery''), with scientific unknowns additionally regarded as more viable and valuable targets for inquiry.
References
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Book
Contexts of Achievement: A Study of American, Chinese, and Japanese Children
TL;DR: The authors conducted a study with first and fifth graders attending elementary schools in the Minneapolis metropolitan area, Taipei (Taiwan), and Sendai (Japan) to understand some of the reasons for the high academic achievement of Chinese and Japanese children compared to American children.
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Authoritative and Authoritarian Parenting Practices and Social and School Performance in Chinese Children
Xinyin Chen,Qi Dong,Hong Zhou +2 more
TL;DR: This paper examined the relation between authoritative and authoritarian parenting styles and social and school adjustment in Chinese children, using a sample of second grade children from a Chinese public school in the US and Hong Kong.
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Knowing How You Know: Young Children's Ability to Identify and Remember the Sources of Their Beliefs.
Alison Gopnik,Peter Graf +1 more
TL;DR: For instance, this paper found that 3, 4, and 5-year-olds learned about the contents of a drawer in three different ways: they saw the contents, were told about them, or inferred their identity from a clue.
Book
Trusting What You're Told: How Children Learn from Others
TL;DR: The authors found that most of what we know we learned from others can be traced back to the fact that children recognize early on that other people are an excellent source of information and so they ask questions.
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Children's understanding of knowledge acquisition: the tendency for children to report that they have always known what they have just learned.
TL;DR: 4-year-olds in Experiment 4 were better able to distinguish novel and familiar color words when the teaching of the novel words was an explicit and salient part of the procedure.