迪安娜·库恩的儿童和青少年认知发展的分析  

On Deanna Kuhn's Account of Cognitive Development of Children and Adolescents

作　　者：汤治成[1] 

机构地区：[1]中山大学哲学系,广东广州510257

出　　处：《自然辩证法通讯》2017年第3期53-58,共6页Journal of Dialectics of Nature

基　　金：教育部哲学社会科学研究重大课题攻关项目"认知哲学研究"(项目批准号:13JZD004)

摘　　要：儿童和青少年的认知发展是大众认识论和个人认识论的重要研究内容。在这方面,美国心理学教授迪安娜·库恩做了大量的工作。从心理学哲学的视角出发,对库恩关于儿童和青少年的认知发展理论进行整理和综述。并对她的主要观点,即儿童和成人如同直觉的科学家,科学思维发展起源,元认知发展,认识论的理解和智力价值的发展,超越变量的控制,达到成熟的科学思维等方面的研究,给予理论的分析,阐述儿童和青少年的认知发展过程。并指出她的理论优点和不足之处,提出日后研究的展望。The cognitive development of children and adolescents is an important research in the mass and personal epistemology. In this field, Professor Deanna Kuhn has done a lot of works. From the philosophy of psychology, this essay makes reviews on Deanna Kuhn＇s theory of cognitive development of children and adolescents. And it also criticizes her major points, such as children and adults as intuitive scientists, developmental origins of scientific thinking, and metacognitive development beyond the control of variables in order to achieve skilled scientific thinking. In this paper, I point out her advantages and disadvantages in the theory, and give out bright prospects of studying in the future.

关 键 词：大众认识论 个人认识论 儿童认知 青少年认知 科学认知 

分 类 号：N0[自然科学总论—科学技术哲学]