CAJ | 학술논문

学前儿童倾向于采用活力因果机制，即用生命力的交换和获取来解释与机体有关的生命现象。活力因果解释介于意图因果解释和机制因果解释之间，被认为是专属于生物领域的一种因果认知机制，它的提出为存在独立的朴素生物学理论提供了强有力的证据。4到6岁是活力机制发展的关键时期。同时。在年长儿童和成人对机体生命现象的认识中，这一机制继续发挥着作用，并不会随着儿童年龄的增长被其它因果机制完全取代。探讨可能导致活力因果机制发展差异性的影响因素以及它与其它因果机制的共同作用将是未来研究的方向。
학전인동경향우채용활력인과궤제，즉용생명력적교환화획취래해석여궤체유관적생명현상。활력인과해석개우의도인과해석화궤제인과해석지간，피인위시전속우생물영역적일충인과인지궤제，타적제출위존재독립적박소생물학이론제공료강유력적증거。4도6세시활력궤제발전적관건시기。동시。재년장인동화성인대궤체생명현상적인식중，저일궤제계속발휘착작용，병불회수착인동년령적증장피기타인과궤제완전취대。탐토가능도치활력인과궤제발전차이성적영향인소이급타여기타인과궤제적공동작용장시미래연구적방향。
When reasoning about bodily biological phenomenons, preschool children tend to choose vitalistic causality which assumes that series of bodily processes are meant to sustain life by taking in and exchanging vital force. Vitalism is considered to be a biological-specific form of causality which is different from intentional and mechanical causality. It develops fast between 4 and 6 years old and continues to exist in older children＇ and adults＇ reasoning. In the future some issues need to be discussed further such as how culture and experience affect the development of vitalism as well as the interactions between vitalism and other types of causality.