小学儿童一维空间方位传递性推理能力的发展  

DEVELOPMENT OF THE ONE-DIMENSIONAL SPATIAL TRANSITIVE REASONING ABILITY OF PRIMARY SCHOOL CHILDREN

作　　者：毕鸿燕[1] 方格[1] 

机构地区：[1]中国科学院心理研究所

出　　处：《心理学报》2002年第6期611-615,共5页Acta Psychologica Sinica

基　　金：国家科技部攀登计划项目 ( 95 -专 -0 9);国家自然科学基金资助项目 ( 39970 2 6 0;39730 180 )。

摘　　要：研究了小学儿童一维空间方位传递性推理能力的发展水平及认知策略 ,同时 ,对心理模型理论进行了检验。被试为城市中等小学 7岁、9岁、11岁儿童各 2 4名 ,男女各半。 4种实验任务分别为三前提单模型、三前提双模型、四前提单模型和四前提双模型。采用个别实验 ,儿童在前提呈现的情况下进行推理。主要研究结果 :(1)从小学 7岁到 11岁 ,儿童的一维空间方位传递性推理能力明显提高 ,7岁儿童初步形成了一维空间方位推理能力 ,9岁和 11岁基本具有了这种能力 ;(2 )随着年龄增长 ,使用模型建构策略解决问题的儿童人次越来越多 ,绝大部分 11岁儿童都能使用这一策略进行推理。但即使儿童使用了模型建构策略 ,他们的推理成绩也没有反映出模型数量所造成的任务难度差异 ,即不符合心理模型理论关于模型数量的主要预期。Investigated the development of elementary schoolersin one-dimensional spatial transitive inference and analyze the strategies children used during reasoning. At the same time, the mental model theory was examined. The participants were 72 children randomly selected from one middle-level primary school including three groups aged 7, 9 and 11 with half boys and half girls in each group. The experimental tasks included 4 types: single model with three premises, single model with four premises, two models with three premises, two models with four premises. The tests were carried out individually. Children reasoned in the condition of premises existing. The results showed that: (1) Children's ability of the one-dimensional spatial transitive reasoning increased significantly. The 7-year-olds developed this kind of reasoning ability, and the 9- and 11-year-olds had preliminarily possessed the ability; (2) The number of Children using the model constructing strategy to resolve problems became more and more with age. Nearly all 11-year-olds were able to use it. Even if children had used the model constructing strategy, the difference among task difficulty caused by the number of models isnot reflected by their reasoning performance.

关 键 词：小学 儿童 一维空间方位 传递性推理能力 心理模型 策略 心理学 

分 类 号：B844.1[哲学宗教—发展与教育心理学]