儿童在归纳推理中的多样性效应  

Young Children’s Diversity Effects in Inductive Reasoning

作　　者：钟罗金[1] 莫雷[1] 刘志雅[1] 李倩雯[1] Lee Myung Sook 

机构地区：[1]华南师范大学心理应用研究中心,广州510631 [2]Daegu National University of Education

出　　处：《心理学报》2012年第1期87-99,共13页Acta Psychologica Sinica

基　　金：教育部哲学社会科学研究重大攻关项目(05JZD00034);"国家基础科学人才培养基金‘华南师范大学心理学基地’(J1030729)"资助;International Collaborative Research of DNUE(RD2010003);2011年度全国教育科学规划教育部青年项目<类别学习的双机制研究>(EBA110327)

摘　　要：3个实验探讨了儿童在归纳推理中是否具有多样性效应的争议。实验1采用寻找证据法,使用图片材料,得出5岁儿童在归纳推理中没有多样性效应,表现为典型性效应。实验2改用归属法发现:5岁儿童在归纳推理中表现出多样性效应。实验3采用寻找证据法,但使用实物材料,并且加大了多样性前提的差异程度,结果发现:3岁儿童在归纳推理中也表现出多样性效应。本研究结果表明,在适合的条件下,儿童在归纳推理中能表现出多样性效应。People are inclined to look for more diversity evidences to support the conclusion in their induction, because more diverse evidence leads to a stronger conclusion. This phenomenon is defined as the diversity effects of induction. Prior researches demonstrated that adults have this useful strategy for evaluating samples that contain single versus multiple pieces of evidence. However, there is a controversy regarding the criteria that children used to evaluate the multiple samples. The main debate is whether or not children who are younger than nine years old have diversity effects in their induction. Some researchers considered that children who are younger than nine years old do not attend to sample diversity to evaluate evidence, because there are important developmental changes in the mechanisms that support human induction. Other researchers held that young children have the diversity effects in their inductive reasoning. Those researchers suggest that the developmental changes underlie the inductive reasoning result from limitations in young children＇s knowledge base. Therefore, they argued that the results that previous studies could not find children＇s diversity performance are artificial as the paradigms or materials they used in their researches were unfit for young children. In order to explore the problem whether young children have diversity effects, three experiments were performed. Experiment 1 used picture materials, and adopted the paradigm of Rhodes, etc. （2008a）; twenty-four children at five years old and forty adults participated in this experiment. Experiment 2 used the same materials as experiment 1, but adopted a more direct technique paradigm; forty children at five years old participated in the experiment. Experiment 3 adopted the same method as experiment 1, but used common objects which children are familiar with as experimental materials; forty children at three years old participated in the experiment. The results of experiment 1 indicated that adults had diversity effects in

关 键 词：儿童 归纳推理 多样性效应 典型性效应 

分 类 号：B842[哲学宗教—基础心理学] B844[哲学宗教—心理学]