命题内容对青少年条件推理的影响  

Effect of Different Propositions on Conditional Resoning of Adolescents

作　　者：邱江[1] 吴玉亭[1] 张庆林[1] 

机构地区：[1]西南师范大学心理学院,重庆400715

出　　处：《心理发展与教育》2005年第3期17-21,共5页Psychological Development and Education

基　　金：国家重点学科西南师范大学基础心理学资助项目.

摘　　要：选取3个具体内容的条件命题作为实验材料,以小四、初一、高一、大三的学生为被试,探讨了命题内容对青少年条件推理的影响机制及其发展特点。结果表明:(1)对同一年级而言,不同内容的条件命题的相同推理(MP、MT、DA、AC)之间表现出显著的差异;对不同年级而言,相同内容的条件命题的四种推理之间也存在显著的差异。(2)青少年的条件推理过程似乎是一种基于对事件发生概率估计的直觉判断,这一判断过程主要取决于个体知识经验的增长和主体认知水平的提高,而用形式逻辑的标准来衡量个体条件推理能力的高低似乎并不妥当。This article selected one abstract proposition and three concrete propositions as the materials, studied the cognitive mechanisms and developmental traits of conditional reasoning for adolescent aged 10 to 21 years by “conditional reasoning” and “estimation probability” tasks. The results indicated that： （1） There was a distinct difference in the same syllogistic inference（MP,DA,AC,MT）of three concrete propositions and in every concrete proposition＇s four syllogistic inferences （MP, DA, AC, MT）. （2） The process of resolving conditional inference is an intuitional and effective cognitive process based on estimation of events＇ probabilities that was determined by increasing of experiences and knowledge and improving of subjects cognitive level. It was not completely correct that judged the individual＇s ability of reasoning in according to logic standards.

关 键 词：条件推理 条件概率 模型理论 规则理论 

分 类 号：B844.2[哲学宗教—发展与教育心理学]