Psychological Development and Education ›› 2010, Vol. 26 ›› Issue (5): 457-464.

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The Effect of Difference between Premises on Diversity-based Reasoning of Children

CHEN Qing-fei, LEI Yi, LI Hong   

  1. Key Laboratory of Cognition and Personality, Ministry of Education, Southwest University, Sino-Canadian Centre for Research in Child Development, Chongqing 400715
  • Online:2010-09-15 Published:2010-09-15

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Abstract: This research studied and discussed the possible effect of the differences between premises on diversity-based reasoning,and examined the development of diversity-based reasoning of children as well.During our studies,two experiments were designed.32 children aged 5-6 and 32 children aged 8-9 participated in experiment 1,while 51 children aged 10-12 participated in experiment 2.As differences between premises reducing,children aged 5-6 consistently failed to consider sample diversity in inductive reasoning,but children aged 8-9 tended to create diverse samples in their reasoning.Although our way to quantifying the difference between premises was artificial,as the difference between premises increased,the strength of inductive reasoning was enhanced.At least in this study,when the difference between premises reached the most of the differences it can be,choices of most subjects showed the diversity effect.However,when the differences were very small,although the subjects could judge which group's differences were great,their inductive reasoning has no significant tendency.

Key words: Kindergarten Children, primary school students, inductive reasoning, diversity effect, the difference between premises

CLC Number: 

  • B844.1
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