{"title":"特刊简介","authors":"H. Rieser, David Schlangen","doi":"10.5087/dad.2011.101","DOIUrl":null,"url":null,"abstract":"The development of conceptions of evolution is a problem of both great practical concern and important theoretical interest. Many Americans do not understand basic principles of evolution, such as natural selection, and part of the reason may be that these concepts are notoriously difficult to learn and to teach. The four contributions in this special issue all investigate the development of conceptions in evolution. Several of the articles focus on the interaction between children's prior beliefs and their interpretation and cognitive construction of evolutionary concepts. For example, essentialist beliefs (e.g., Gelman, 2003) may affect how children understand and interpret natural selection and the evolution of species. The four articles all demonstrate that prior beliefs constrain and influence how children and adults interpret what they observe and are taught about evolution. Taken together, the articles demonstrate the importance of taking a developmental approach to understanding the development of conceptions of evolution.","PeriodicalId":37604,"journal":{"name":"Dialogue and Discourse","volume":"6 1","pages":"1-10"},"PeriodicalIF":0.0000,"publicationDate":"2011-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Introduction to the Special Issue\",\"authors\":\"H. Rieser, David Schlangen\",\"doi\":\"10.5087/dad.2011.101\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"The development of conceptions of evolution is a problem of both great practical concern and important theoretical interest. Many Americans do not understand basic principles of evolution, such as natural selection, and part of the reason may be that these concepts are notoriously difficult to learn and to teach. The four contributions in this special issue all investigate the development of conceptions in evolution. Several of the articles focus on the interaction between children's prior beliefs and their interpretation and cognitive construction of evolutionary concepts. For example, essentialist beliefs (e.g., Gelman, 2003) may affect how children understand and interpret natural selection and the evolution of species. The four articles all demonstrate that prior beliefs constrain and influence how children and adults interpret what they observe and are taught about evolution. Taken together, the articles demonstrate the importance of taking a developmental approach to understanding the development of conceptions of evolution.\",\"PeriodicalId\":37604,\"journal\":{\"name\":\"Dialogue and Discourse\",\"volume\":\"6 1\",\"pages\":\"1-10\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2011-01-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Dialogue and Discourse\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.5087/dad.2011.101\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"Arts and Humanities\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Dialogue and Discourse","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.5087/dad.2011.101","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"Arts and Humanities","Score":null,"Total":0}
The development of conceptions of evolution is a problem of both great practical concern and important theoretical interest. Many Americans do not understand basic principles of evolution, such as natural selection, and part of the reason may be that these concepts are notoriously difficult to learn and to teach. The four contributions in this special issue all investigate the development of conceptions in evolution. Several of the articles focus on the interaction between children's prior beliefs and their interpretation and cognitive construction of evolutionary concepts. For example, essentialist beliefs (e.g., Gelman, 2003) may affect how children understand and interpret natural selection and the evolution of species. The four articles all demonstrate that prior beliefs constrain and influence how children and adults interpret what they observe and are taught about evolution. Taken together, the articles demonstrate the importance of taking a developmental approach to understanding the development of conceptions of evolution.
期刊介绍：
D&D seeks previously unpublished, high quality articles on the analysis of discourse and dialogue that contain -experimental and/or theoretical studies related to the construction, representation, and maintenance of (linguistic) context -linguistic analysis of phenomena characteristic of discourse and/or dialogue (including, but not limited to: reference and anaphora, presupposition and accommodation, topicality and salience, implicature, ---discourse structure and rhetorical relations, discourse markers and particles, the semantics and -pragmatics of dialogue acts, questions, imperatives, non-sentential utterances, intonation, and meta--communicative phenomena such as repair and grounding) -experimental and/or theoretical studies of agents'' information states and their dynamics in conversational interaction -new analytical frameworks that advance theoretical studies of discourse and dialogue -research on systems performing coreference resolution, discourse structure parsing, event and temporal -structure, and reference resolution in multimodal communication -experimental and/or theoretical results yielding new insight into non-linguistic interaction in -communication -work on natural language understanding (including spoken language understanding), dialogue management, -reasoning, and natural language generation (including text-to-speech) in dialogue systems -work related to the design and engineering of dialogue systems (including, but not limited to: -evaluation, usability design and testing, rapid application deployment, embodied agents, affect detection, -mixed-initiative, adaptation, and user modeling). -extremely well-written surveys of existing work. Highest priority is given to research reports that are specifically written for a multidisciplinary audience. The audience is primarily researchers on discourse and dialogue and its associated fields, including computer scientists, linguists, psychologists, philosophers, roboticists, sociologists.
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