颜色、形状和大小相似性与变化性对儿童归纳推理的影响

摘要/Abstract

摘要： 设计了两个实验任务,探讨了颜色、大小和形状对68名8～10岁儿童归纳推理的影响。结果发现,在相似性任务中,当测试图片分别与两组前提图片在大小和形状(颜色)上一致时,儿童认为测试图形与大小一致图形具有相同属性;当测试图片分别与前提图片在形状和颜色上一致时,儿童倾向于选择形状一致图形具有的属性。在变化性任务中,当两组前提图片分别在大小和形状上变化,而测试图形与前提组图形不同时,儿童认为测试图形与大小变化图形具有相同属性;当两组前提图片分别在颜色和大小(形状)上变化时,儿童的选择没有显著差异;这一结果与同时变化每组前提图片的两个特征差异不显著,表明单独变化颜色、大小和形状来构成推理任务是比较合理的。

关键词: 归纳推理, 小学儿童, 形状优势, 多样性, 相似性

Abstract: On the basis of previous researches,this paper examined the influence of color,size and shape information on children's inductive reasoning.In two tasks,a total of 68 children were presented with two premise pictures with three kinds of features(color,size and shape),followed by test picture similar to or different from the premise pictures.When test picture was similar to one of the premise pictures in size,the other in color or shape,children generalized the containing property of premise picture in size similarity to test picture firstly;What's more,when test picture was similar to one of premise pictures in color,the other in shape,children generalized the containing property of premise picture in shape similarity to test picture(Task 1).When one of premise pictures varied in size,the other in shape,children firstly generalized the containing property of premise picture in size variety to test picture;However,when one of premise pictures varied in color,the other in shape or size,no significant difference was found.In addition,no matter there were two features(eg.,one in size and color,the other in shape and color)or one feature(one in size and the other in shape)varied in the premise pictures,children's choice made no difference.It's suggested that it was feasible to vary color,size and shape information independently.

Key words: Induction, primary school students, shape bias, diversity, similarity

中图分类号:

B844.1

陈庆飞, 雷怡, 李红. 颜色、形状和大小相似性与变化性对儿童归纳推理的影响[J]. 心理发展与教育, 2011, 27(1): 17-24.

CHEN Qing-fei, LEI Yi, LI Hong. The Influence of Color,Size,Shape Similarity and Difference on Children’s Inductive Reasoning[J]. Psychological Development and Education, 2011, 27(1): 17-24.

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