心理发展与教育 ›› 2009, Vol. 25 ›› Issue (4): 8-14,36.

• 论文 • 上一篇    下一篇

幼儿前提反事实推理的发展特点和影响因素

王晶, 肖兴荣, 陈英和   

  1. 北京师范大学发展心理研究所, 北京 100875
  • 出版日期:2009-10-15 发布日期:2009-10-15
  • 通讯作者: 陈英和,北京师范大学发展心理研究所教授.E-mail:yinghechen@263.net E-mail:yinghechen@263.net
  • 基金资助:
    全国教育科学规划国家重点项目(ABA050001);国家自然科学基金项目(30770729);北京市哲学社会科学十一五规划项目(06BaJY010);北京市教育科学十一五规划课题(ACA08017)

Development of Young Children’s Antecedent Counterfactual Reasoning and Its Influencing Factors

WANG Jing, XIAO Xing-rong, CHEN Ying-he   

  1. Institute of Developmental Psychology, Beijing Normal University, Beijing 100875
  • Online:2009-10-15 Published:2009-10-15

摘要: 本研究选取90名3~5岁幼儿为被试,采用图片故事法和口语报告法测查幼儿前提反事实推理的发展特点以及结果性质和领域知识的影响。结果表明:(1)幼儿前提反事实推断数量随年龄而增多;(2)幼儿产生的减法式反事实推断数显著多于加法式,但上行和下行反事实推断数之间的差异不显著;(3)对反事实推断的影响因素方面,结果性质主效应不显著,领域知识主效应显著,两者存在交互作用,当控制语言能力后交互作用不显著。

关键词: 前提反事实推理, 领域知识, 幼儿

Abstract: This study was conducted to explore the development of antecedent counterfactual reasoning of young children from 3 to 5 years of age and the influencing effect of outcome valence and domain knowledge.Verbal protocol and storytel ing were used to test 90 participants.The results showed as follows:(1)age had a significant effect on young children's antecedent counterfactual reasoning(2)young children generated more additive counterfactuals than subtractive counterfactuals,but no significant difference between upward and downward counterfactuals.(3)outcome valence had no direct effect but domain knowledge had a significant effect on young children.s antecedent counterfactual reasoning,and the interaction was also significant;however,the interaction disappeared when language was controlled.

Key words: antecedent counterfactual reasoning, domain knowledge, young children

中图分类号: 

  • B844.1
[1] Roese N J.Counterfactual thinking.Psychological Bullet in,1997, 121:133-148.
[2] Roese N J,Olson J M.Counterfactual thinking:a critical overview.In N.J.Roese&J.M.Olson(Eds.),What might have been: The social psychology of counterfactual thinking.Majwah,NJ:Erlbaum, 1995:169-197.
[3] Roese N J,Olson J M.The structure of counterfactual thought. Personality and Social Psychology Bulletin,1993,19:312-319.
[4] Thompson V A,Byrne M J.Reasoning counterfactually:making inferences about things that didn't happen.Journal of Experiment al Psychology:Learning,Memory and Cognition,2002,28(6):1154-1170.
[5] Perner J,Sprung M,Stenkogler B.Counterfactual conditionals and false belief:a developmental dissociation.Cognitive Development,2004, 19:179-201.
[6] Amsel E,Smalley J D.Beyond really and truly:Children's counterfactual thinking about pret end and possible worlds.In P.Mitchel& K.J.Riggs(Eds.),Children.s reasoning and the mind.Hove,England: Psychology Press,2000:121-147.
[7] Riggs K J,Peterson D M,Robinson E J,et al.Are errors in false belief tasks symptomat ic of a broader difficulty with count erfact uality? Cognitive Development,1998,13:73-90.
[8] Riggs K J,Peterson D M.Counterfactual thinking in pre-school children:mental state and causal inferences.In P.Mitchel&K.J.Riggs (Eds.),Children's reasoning and the mind.Hove,England:Psychology Press,2000:87-100.
[9] Harris P L,German T,Mills P.Children's use of counterfactual thinking in causal reasoning.Cognition,1996,61:233-259.
[10] 陈英和,肖兴荣,王晶,张澜.幼儿反事实推理的发展特点及影响因素.心理科学,2007,30(4):774-777.
[11] Guajardo N R,Turley-Ames G K J.Preschooler's generation of different types of counterfactual statements and theory of mind understanding. Cognitive Development,2004,19:53-80.
[12] Sobel D M.Examining the coherence of young children.s understanding of causality:evidence from inference,explanation,and count erfactual reasoning.Doctor dissertation of The University of California, Berkeley,2001.
[13] Roese N J,Olson J M.What might have been:The social psychology of count erfact ual thinking.Mahwah,NJ:Erlbaum,1995.
[14] Begeer S,Meerum Terwogt M,Lunenburg P,et al.Brief report: additive and subtractive counterfactual reasoning of children with high-functioning autismspectrum disorders.Journal of Autism and Developmental Disorders,http:PPwww.springerlink.comPcontentPl 5nq133080vq10kpP,20092 06204.
[15] Sanna L J,Turley K J.Ant ecedents to spont aneous counterfactual thinking:Effects of expectancy violation and out come valence.Personality and Social Psychology Bulletin,1996,22:906-919.
[16] German T P.Children's causal reasoning:counterfactual thinking occurs for.negative.out comes only.Developmental Science,1999,2(4): 442-447.
[17] Roese N J.The functional basis of counterfactual thinking. Journal of Personality and Social Psychology,1994,66(5):805-818.
[18] Roese N J,Sanna L J,Galinsky A D.The mechanics of imagination:Automaticity and control in count erfactual thinking.In R.R. Hassin,J.S.Uleman,&J.A.Bargh(Eds.),The New Unconscious. New York:Oxford University Press,2005:138-170.
[19] Jill de Villiers.The interface of language and Theory of Mind. Lingua,2007,117(11):1858-1878.
[20] Roese N J,Olson J M.Counterfactual thinking:The intersection of affect and function.In M.P.Zanna(Ed.)Advances in experimental social psychology,San Diego,CA:Academic Press,1997,29:1-59.
[21] Denham S A,Mckinley M J,Couchoud E A,et al.Emotional and behavioral predictors of preschool peer ratings.Child Development, 1990,61:1145-1152.
[22] Beck S R,Crilly M.Is understanding regret dependent on developments in counterfactual thinking?British Journal of Developmental Psychology,2009,27(2):505-510.
[23] Epstude K,Roese N J.The Functional Theory of Counterfactual Thinking.Personality and Social Psychology Review,2008,12(2):168-192.
[24] Beck S R,Robinson E J,Carroll D J,et al.Children's thinking about counterfactuals and future hypotheticals as possibilities.Child Development,2006,77(2):413-26.
[25] Nakamichi K.Young children's conditional reasoning,working memory,and inhibitory control.Japanese Journal of Educational Psychology, 2007,55(3):347-358.
[1] 高子惠, 焦雨, 王曦, 刘肖岑. 电子绘本文字的动静态呈现方式对幼儿阅读体验和学习效果的影响[J]. 心理发展与教育, 2023, 39(6): 817-824.
[2] 王英杰, 栾金鑫, 李燕. 母亲养育压力与幼儿焦虑的关系:亲子冲突的中介作用和母亲正念的调节作用[J]. 心理发展与教育, 2023, 39(5): 702-709.
[3] 张文洁, 范增, 黎蕾, 刘毅, 钟毅平. 接受对象的常规行为与资源需求对5~6岁幼儿分享行为的影响[J]. 心理发展与教育, 2023, 39(4): 465-472.
[4] 牛湘, 冉光明. 同伴关系与幼儿问题行为关系的三水平元分析[J]. 心理发展与教育, 2023, 39(4): 473-487.
[5] 刘双, 李梅, 冯晓杭, 张向葵. 幼儿掌控动机与能力关系的纵向研究:任务类型与气质的调节作用[J]. 心理发展与教育, 2023, 39(2): 161-172.
[6] 王英杰, 张刈, 张美霞, 李燕. 母亲正念与幼儿问题行为的关系:正念养育和亲子关系的链式中介作用[J]. 心理发展与教育, 2023, 39(2): 184-191.
[7] 刘晓洁, 李燕. 母亲感知的共同教养对幼儿行为问题的影响:一个有调节的中介模型[J]. 心理发展与教育, 2022, 38(5): 626-634.
[8] 张和颐, 洪秀敏. 家庭认知环境与0~3岁婴幼儿发展的关系:有调节的中介效应[J]. 心理发展与教育, 2022, 38(2): 178-185.
[9] 王薇, 贡德英, 程春, 陈科, 李永鑫, 闫晶晶. 5~7岁自闭症谱系障碍幼儿数感的特点[J]. 心理发展与教育, 2021, 37(6): 818-825.
[10] 刘田田, 李燕, 李有嘉, 姜新苗. 父母协同教养与学前儿童社会行为的关系:亲子关系和同胞关系的链式中介作用[J]. 心理发展与教育, 2021, 37(5): 638-647.
[11] 周思妤, 王艺卓, 李晓巍. 幼儿园新教师学历与离职意向的关系:入职适应、工作满意度的多重中介作用[J]. 心理发展与教育, 2021, 37(5): 675-682.
[12] 贺晓玲, 陈俊, 刘灵, 张甜. 3~5岁幼儿职业声望垂直空间、大小双重隐喻发展[J]. 心理发展与教育, 2021, 37(4): 457-464.
[13] 李占星, 朱莉琪. “它”是所有者吗?幼儿对所有权主体的理解[J]. 心理发展与教育, 2021, 37(4): 465-471.
[14] 郑晨烨, 黄焰, 王静梅, 姜存对, 卢英俊. 面孔线索对4~6岁幼儿真人与卡通面孔记忆的影响[J]. 心理发展与教育, 2021, 37(4): 472-480.
[15] 施芳婷, 郑晨烨, 颜秀琳, 陆露, 王静梅, 邸波, 卢英俊. 5~6岁幼儿对不同文化背景卡通面孔再认的眼动研究[J]. 心理发展与教育, 2021, 37(3): 323-334.
Viewed
Full text


Abstract

Cited

  Shared   
  Discussed   
No Suggested Reading articles found!