任务难度和反馈学习对儿童类比推理能力的影响

摘要/Abstract

摘要： 该研究采用情景类比任务,通过两个实验对180名小学生进行纸笔测验,探讨了任务难度对儿童类比推理能力的影响.结果发现:进行反馈学习以降低任务难度时,7～8岁儿童能完成更高年龄段儿童才能完成的任务;但增加任务难度,11岁以上儿童也表现出类比推理能力的弱化.结果提示,儿童是否能在类比推理任务中表现出相应的能力可能取决于任务难度,反馈学习可促进一定年龄段内儿童的类比推理能力发展.本结果为有机融合皮亚杰和Goswami等人的观点提供了有效的实验依据.

关键词: 反馈学习, 类比推理, 儿童, 特征干扰, 任务难度

Abstract: The present study used analogical reasoning tasks to explore the effect of task difficulty and feedback learning onability of analogical reasoning in children.The results showed as follows:in feedback learning condition,childrenaged 7 and 8 years can complete the task which could be comp leted only by older children; when task difficulty is increased,the analogical reasoning ability of children older than 11 was weakened.The results suggested that whether children can exhibit the ability of analogical reasoning which they should have maybe depends on task difficulty,and feedback learning can promote ability of analogical reasoning in children withina certainage span.This result provides an effective experimental basis for compromising Piaget and Goswami' points of view.

Key words: feedback learning, analogical reasoning, children, feature distraction, task difficulty

中图分类号:

B844.1

王树芳, 莫雷, 金花. 任务难度和反馈学习对儿童类比推理能力的影响[J]. 心理发展与教育, 2010, 26(1): 24-30.

WANG Shu-fang, MO Lei, JIN Hua. Influence of Task Difficulty and Feedback Learning on Ability of Analogical Reasoning in Children[J]. Psychological Development and Education, 2010, 26(1): 24-30.

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