Abstract

Prior research shows adults believe objects exist for specialised purposes. This “one tool, one function” cognitive bias promotes efficient mastery of artefact function but could mean individuals overlook an object’s suitability for other functions. Across three studies, the initial trajectory of learning about functions was investigated to better depict when adults are constrained versus open in the assignment of functions to objects. Studies 1 and 2 employed an online format to deemphasise social expectations and explore how rapidly adults make exclusive tool-function pairings. Participants showed fixity immediately upon learning an object’s function. Study 3 confirmed this with an in-person design. Furthermore, Study 3 evaluated descriptions adults gave to known and novel objects; for known items, adults focussed on functions and failed to note physical features. Adults appear deeply compelled to attach functions to objects, but in so doing, they may be less likely to perceive an object’s potential for other uses.

摘要

先前的研究表明，成年人认为物体存在是为了特殊目的。这种“一种工具，一种功能”的认知偏见促进了对仿制品功能的有效掌握，但可能意味着个人忽略了对象对其他功能的适用性。在三项研究中，研究了有关功能学习的最初轨迹，以更好地描绘成年人在将功能分配给对象时是受约束还是开放。研究1和2采用了一种在线格式来淡化社会期望，并探讨成年人如何快速进行独家工具-功能配对。参与者在学习对象的功能后立即显示出固定性。研究3通过亲自设计证实了这一点。此外，研究3评估了成年人对已知和新颖物体的描述；对于已知项目，成人专注于功能，却没有注意到身体特征。成人似乎被迫将功能附加到对象上，但是这样做会使他们不太可能察觉到对象在其他用途​​上的潜力。