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类推理主要用来评估儿童对类别层级包含关系的理解。本研究使用类包含,替代包含和二元律任务,以162名二至五年级儿童为被试,旨在探讨儿童类推理发展的连续性与非连续性。通过整合儿童在所有任务上的成绩,评估了儿童的整体发展水平。结果表明儿童从类包含到替代包含,二元律推理的发展是波状的,连续性的。不过类包含、替代包含和二元律推理任务上儿童正确回答的项目数量频率分布均呈现出双峰态分布趋势,表明这些任务上儿童推理能力的发展是非连续的。
Class reasoning is mainly used to assess children’s understanding of the category hierarchy. This study uses class inclusion, alternative inclusion and duality mandates, with 162 children in grades two to five as subjects, to explore the continuity and discontinuity of the development of children’s reasoning. The overall level of development of children is assessed through the integration of children’s performance on all mandates. The results show that the development of children’s law from dual inclusion to substitution inclusion is undulating and continuous. However, the frequency distributions of the number of items correctly answered by the children in the category inclusion and the dual inclusion legal inference tasks showed a tendency of bimodal distribution, indicating that the development of children’s reasoning ability on these tasks is discontinuous.