Consider, for example, how children use alive and dead.'? Susan Carey, a developmental psychologist at Harvard, had the following instructive and rather delightful interchanges with her daughter Eliza on the subject. When someone is shot on a TV programme, Eliza (three years and six months) explains: 'He's dead - I can tell because he's not moving.' This seems promisingly similar to how we adults define dead. But then, Carey asks about Eliza's toy bear: E:She'll always be alive. S:Is she alive? E:No - she's dead. HOW CAN THAT BE? S:Is she alive or dead? E:Dead. S:Did she use to be alive? E:No, she's middle-sized in between alive and dead. She moves sometimes. And then comes the astonishing question: E:How do dead people go to the bathroom? S:What? E:Maybe they have bathrooms under the ground. S:Dead people don't have to go to the bathroom. They don't do anything; they just lie there. They don't eat or drink, so they don't have to go to the bathroom. S:But they ate or drank before they died - they have to go to the bathroom from just before they died. 問5 What is the reason for the example of Eliza and her observations? a. To talk about children's grasp of the meaning of life b. To indicate cultural understandings of death c. To illustrate contradictions in children's conceptual understanding d. To explore children's relationship with the natural world なぜaはいけないのか教えてください。 THE SHALLOW OF MEANING https://books.google.co.jp/books?id=das4EAAAQBAJ&pg=PT37&lpg=PT37&dq=Susan+Carey,a+developmental+psychologist+at+Harvard,had+the+following+instructive+and+rather+delightful+interchanges+with+her+daughter+Eliza&source=bl&ots=Px3u0boW25&sig=ACfU3U1kEuDqM-2Zqxow5Tn35C6h9vzBBA&hl=ja&sa=X&ved=2ahUKEwiAmsPDtLaEAxXLhlYBHdnrCT8Q6AF6BAgNEAI#v=onepage&q&f=true
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