3～4岁儿童规则因果推理能力的训练研究  

Training Studies on Rule-based Causal Reasoning in Children Aged 3 to 4 Years

作　　者：龚银清[1] 李红[2] 盛礼萍[1] 

机构地区：[1]湖州师范学院教育科学与技术学院,浙江湖州313000 [2]西南大学心理学院重庆市基础心理学重点实验室,重庆北碚400715

出　　处：《心理发展与教育》2006年第4期12-16,共5页Psychological Development and Education

基　　金：国家自然科学基金项目(30370488);国家级重点学科重大项目(西国重04019)资助

摘　　要：学前期是儿童多种推理能力产生和发展的重要时期。本研究(以64名3岁儿童为被试,采用Frye和Zelazo等所设计的“二进二出”装置,通过对3岁儿童的规则因果推理能力进行训练,从而探索儿童规则因果推理的内在机制。在本研究条件下,结果发现:1.年龄与训练的交互效应不显著,各年龄组儿童经过训练后,成绩的提高没有显著差异;2.规则与训练的交互效应显著,竖直规则下,儿童通过训练后提高的成绩不显著,但在交叉规则下前测后测成绩差异极其显著;3.训练效应显著,暴露因果机制,给予及时反馈和阐述规则时附加手势这些信息能促进年幼儿童对高级规则的掌握。This experiment studied the internal mechanism of rule-based causal reasoning by training children aged 3 to 4 years in rule-based causal reasoning with a ramp apparatus with two input holes and two output holes. Results revealed that：（1）there was no significant interaction between age and training, the improved performances were not significantly different after training; （2） there was significant interaction between rule type and training, the improved performances were significantly different between straight rule-based group reasoning and across rule-based reasoning group; （3）The results indicate that providing such redundant non-verbal cues as the ramp uncovered to reveal mechanical shunts, feedback and gesture can facilitate children＇ use of complex rule systems.

关 键 词：3~4岁儿童 规则因果推理能力 交互效应 训练效应 

分 类 号：B844.12[哲学宗教—发展与教育心理学]