摘要
该研究采用情景类比任务,通过两个实验对180名小学生进行纸笔测验,探讨了任务难度对儿童类比推理能力的影响。结果发现:进行反馈学习以降低任务难度时,7～8岁儿童能完成更高年龄段儿童才能完成的任务;但增加任务难度,11岁以上儿童也表现出类比推理能力的弱化。结果提示,儿童是否能在类比推理任务中表现出相应的能力可能取决于任务难度,反馈学习可促进一定年龄段内儿童的类比推理能力发展。本结果为有机融合皮亚杰和Goswami等人的观点提供了有效的实验依据。
The present study used analogical reasoning tasks to explore the effect of task difficulty and feedback learning on ability of analogical reasoning in children. The results showed as follows： in feedback learning condition, children aged 7 and 8 years can complete the task which could be completed only by older children; when task difficulty is increased, the analogical reasoning ability of children older than 11 was weakened. The results suggested that whether children can exhibit the ability of analogical reasoning which they should have maybe depends on task difficulty, and feedback learning can promote ability of analogical reasoning in children within a certain age span. This result provides an effective experimental basis for compromising Piaget and Goswami＇ points of view.
出处
《心理发展与教育》
CSSCI
北大核心
2010年第1期24-30,共7页
Psychological Development and Education
基金
国家自然科学基金项目(30770730)
广东省自然科学基金研究团队项目(06200524)
广东省普通高校人文社会科学重点研究基地重大(创新团队)项目(07JDTDXMXLX02)资助
关键词
反馈学习
类比推理
儿童
特征干扰
任务难度
feedback learning
analogical reasoning
children
feature distraction
task difficulty
