11～14岁超常儿童与普通儿童问题解决能力的发展比较  

The Developmental Differences of Problem Solving Ability between Intellectually-gifted and Intellectually-average Children Aged from 11-14 Years Old

作　　者：张博[1] 黎坚[1,2] 徐楚[1] 李一茗[1] 

机构地区：[1]北京师范大学心理学院,北京100875 [2]应用实验心理北京市重点实验室,北京100875

出　　处：《心理学报》2014年第12期1823-1834,共12页Acta Psychologica Sinica

基　　金：教育部人文社会科学研究一般项目青年项目(09YJCXLX001)资助

摘　　要：以北京市某中学和某小学11-14岁之间294名学生为被试，其中超常儿童131人，普通儿童163人。采用推箱子任务，结合横断比较和纵向追踪数据，从认知能力、元认知能力和认知效率三个维度来考察超常儿童与普通儿童问题解决能力的发展差异。结果发现超常儿童在问题解决能力的三个维度上均优于普通儿童，两类儿童问题解决能力的发展模式不一致：超常儿童的问题解决能力发展先快后慢，快速发展期在11-12岁半之间；普通儿童的问题解决能力发展先慢后快，快速发展期在12岁半-14岁之间。超常儿童与普通儿童的问题解决能力差异随年龄增大逐渐减小。Problems are everywhere in daily life. The ability to solve problems helps human being survive natural selection, characterizing us as an intellectual species. It is also closely related to various life outcomes. A number of cross-sectional studies have demonstrated that intellectually-gifted children performed better than their average cohorts in problem solving tasks. But most of these studies primarily focus on the cognitive dimension of problem solving. They did not suffice to draw a whole picture of human problem solving ability. Moreover, few studies have explored the group differences from a developmental perspective, such as their developmental patterns or developmental critical stage, which could contribute a lot to both theories and educational practices. The present study investigated the developmental differences of problem solving ability between intellectually-gifted and intellectually-average children from cognitive, metacognitive and efficiency dimensions. Both cross-sectional and longitudinal data were collected. The cross-sectional study included 131 intellectually-gifted and 163 intellectually-average children aged from 11 to14, and the longitudinal study included 32 intellectually-gifted and 38 intellectually-average children aging from 11 to 13. A redesigned Sokoban game was used to measure the three dimensions of problem solving ability simultaneously. The number of successful solutions was adopted as indicator of cognitive ability, ratio between planning time and total time as indicator of metacognitive ability, and total moves as indicator of cognitive efficiency. Results showed that the intellectually-gifted were significantly superior to their intellectually-average cohorts in the three dimensions. Moreover, both cross-sectional and longitudinal data showed obvious developmental cascade of the three dimensions. However, the development patterns differed between the two groups. In the intellectually-gifted group, problem solving ability at the age of 13.73 and 12.46 was significantly high

关 键 词：超常儿童 问题解决能力 发展模式 推箱子 

分 类 号：B844[哲学宗教—发展与教育心理学]