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Preschoolers' Reasoning about Density: Will It Float?
Author(s) -
Kohn Amy S.
Publication year - 1993
Publication title -
child development
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.103
H-Index - 257
eISSN - 1467-8624
pISSN - 0009-3920
DOI - 10.1111/j.1467-8624.1993.tb04204.x
Subject(s) - psychology , developmental psychology , set (abstract data type) , buoyancy , class (philosophy) , child development , function (biology) , float (project management) , artificial intelligence , mechanics , physics , evolutionary biology , marine engineering , computer science , engineering , biology , programming language
Density is a complex concept found to appear late in development. However, density has a readily apparent empirical consequence—buoyancy. Early scientific understanding of density arose through Archimedes' discovery of water displacement as a function of density, and young children have experience playing with objects in water. Therefore, a buoyancy prediction task was developed in order to access preschoolers' early understanding of density. 3–5‐yearold children from 2 preschool classes, as well as adults, made buoyancy predictions for a set of objects that varied systematically in density, weight, and volume. 4–5‐year‐olds (from the older class) and adults were shown to demonstrate similar patterns in their judgments. Objects much more or much less dense than water were more accurately judged than objects with densities closer to the density of water. Weight and volume were found to “interfere” in these judgments in systematic ways for the older class of children and the adults. Children in the younger class (3‐year‐olds) showed a mean proportion correct performance of .53; they all passed a pretest, however, and no child refused to make judgments.