Distinguishing between realistic and fantastical figures in Iran
Bibliographic Data
| ID | 9791200 |
|---|---|
| Authors | Telli Davoodi (0000-0002-1179-5916, Boston University, corresponding author), Kathleen H Corriveau (0000-0002-6354-1141, Boston University), Paul L Harris (0000-0003-4907-0539, Harvard University) |
| Year | 2016 |
| Volume | 52 |
| Issue | 2 |
| Pages | 221-231 |
| Publication date | 2016-01-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Developmental Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0012-1649 • E-ISSN: 1939-0599 |
| Publisher | American Psychological Association (APA) (PUBLISHER) |
| DOI | 10.1037/dev0000079 |
| PMID | 26569558 |
| OpenAlex | W2293330828 |
| Language | EN |
| Citations received | 13 |
| References cited | 10 |
Children in the United States come to distinguish historical from fictional story figures between the ages of 3 and 5 years, guided by the plausibility of the story events surrounding the figure (Corriveau, Kim, Schwalen, & Harris, 2009; Woolley & Cox, 2007). However, U.S. children vary in their reactions to stories that include fantastical events. Secular children with no religious education think of such stories and their protagonists as fictional, whereas children who have had a religious education are more prone to think of them as historically true. In the current studies, we asked if a sample of children in Iran who are regularly exposed to religious narratives in their daily lives resemble religious children in the United States. As expected, Iranian 5- and 6-year-olds systematically categorized figures in realistic stories as real, but they were also prone to think of figures in fantastical stories as real. We suggest that children's willingness to conceive of figures in fantastical stories as real is explained by their exposure to religious narratives alleging that miracles have actually happened
Art · Developmental psychology · Literature · Narrative · Pedagogy · Religious education · Story telling · Child and Animal Learning Development · Education and Critical Thinking Development · Psychology · Social Psychology · Values and Moral Education
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Comparison of impact of religious and secular education on young children’s factuality judgments
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Socialization of Schoolchildren in the Islamic Republic of Iran
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Conditions under which young children can hold two rules in mind and inhibit a prepotent response
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| Unique citing works | 13 |
|---|---|
| Citations per year | 1,63 |
| Citation span | 2018 - 2024 (7) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 13 |