Cognitive and contextual factors in the emergence of diverse belief systems: creation versus evolution.
The emergence and distribution of beliefs about the origins of species is investigated in Christian fundamentalist and nonfundamentalist school communities, with participants matched by age, educational level, and locale. Children (n = 185) and mothers (n = 92) were questioned about animate, inanimate, and artifact origins, and children were asked about their interests and natural-history knowledge. Preadolescents, like their mothers, embraced the dominant beliefs of their community, creationist or evolutionist; 8- to 10-year-olds were exclusively creationist, regardless of community of origin; 5- to 7-year-olds in fundamentalist schools endorsed creationism, whereas nonfundamentalists endorsed mixed creationist and spontaneous generationist beliefs. Children's natural-history knowledge and religious interest predicted their evolutionist and creationist beliefs, respectively, independently of parent beliefs. It is argued that this divergent developmental pattern is optimally explained with a model of constructive interactionism: Children generate intuitive beliefs about origins, both natural and intentional, while communities privilege certain beliefs and inhibit others, thus engendering diverse belief systems.
Evans
E M
EM
University of Toledo, Ohio 43606-3390, USA. mevans@uoft02.utoledo.edu
D000293:Adolescent; D000328:Adult; D000367:Age Factors; D000704:Analysis of Variance; D005075:Biological Evolution; D002648:Child; D002675:Child, Preschool; D002835:Christianity; D003071:Cognition; D003469:Culture; D005260:Female; D006803:Human Development; D006801:Humans; D008297:Male; D015146:Midwestern United States; D010684:Philosophy; D011582:Psychological Theory