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研究了小学儿童一维空间方位传递性推理能力的发展水平及认知策略 ,同时 ,对心理模型理论进行了检验。被试为城市中等小学 7岁、9岁、11岁儿童各 2 4名 ,男女各半。 4种实验任务分别为三前提单模型、三前提双模型、四前提单模型和四前提双模型。采用个别实验 ,儿童在前提呈现的情况下进行推理。主要研究结果 :(1)从小学 7岁到 11岁 ,儿童的一维空间方位传递性推理能力明显提高 ,7岁儿童初步形成了一维空间方位推理能力 ,9岁和 11岁基本具有了这种能力 ;(2 )随着年龄增长 ,使用模型建构策略解决问题的儿童人次越来越多 ,绝大部分 11岁儿童都能使用这一策略进行推理。但即使儿童使用了模型建构策略 ,他们的推理成绩也没有反映出模型数量所造成的任务难度差异 ,即不符合心理模型理论关于模型数量的主要预期。
The level of development and cognitive strategies of primary adolescent transitive inference in one-dimensional space are studied. At the same time, the psychological model theory is tested. The subjects were 24-year-olds, 24-year-olds and 24-year-olds in urban secondary schools, each with 24 men and half women. The four kinds of experimental tasks are three pre-bill model, three prerequisite double model, four prerequisite single model and four prerequisite dual model. Using individual experiments, children are reasoned in the context of their presentation. The main findings are as follows: (1) From 7 years old to 11 years old, children’s one-dimensional spatial transitive reasoning ability is obviously improved. The 7-year-old children initially formed one-dimensional spatial azimuth reasoning ability, (2) With the increase of age, the number of children who use model building strategies to solve the problem is more and more, and most of the 11-year-olds can use this strategy to reason. However, even if children use the model-building strategy, their reasoning scores do not reflect the difficulty of the task caused by the number of models, that is, they do not meet the main expectations of the model based on the psychological model theory.