All other things being equal: Acquisition and transfer of the control of variables strategy
All other things being equal: Acquisition and transfer of the control of variables strategy
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DOI：
10.1111/1467-8624.00081
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发表时间：
1999-09-01
影响因子：
4.6
通讯作者：
Klahr, D
中科院分区：
文献类型：
--
作者：
Chen, Z;Klahr, D
设计无干扰实验并从实验结果中做出有效推断的能力是科学推理中的一项基本技能。本研究探讨了科学推理和认知发展中的一个重要问题：儿童如何获得一种通用的处理策略（变量控制策略，简称CVS）并将其在各种情境中推广应用。7到10岁的儿童（共87名）设计并评估实验，且从实验结果中做出推断。当在特定领域内接受明确的训练并结合探究性问题时，儿童能够学习并迁移设计无干扰实验的基本策略。然而，只提供探究问题而没有直接指导，并不能提高儿童设计无干扰实验和做出有效推断的能力。关于变量控制策略的直接指导不仅提高了该策略的使用，还促进了特定领域内的概念转变，因为变量控制策略的应用能对特定领域的概念进行无干扰且提供有效信息的测试。随着年龄增长，儿童将所学策略迁移到不同情境的能力逐渐提高。对儿童策略使用的逐次评估也使得对策略变化的来源、速率、路径和广度的研究成为可能。
The ability to design unconfounded experiments and make valid inferences from their outcomes an essential skill in scientific reasoning. The present study addressed an important issue in scientific reasoning and cognitive development: how children acquire a domain-general processing strategy (Control of Variables Strategy or CVS) and generalize it across various contexts. Seven- to 10-year-olds (N = 87) designed and evaluated experiments and made inferences from the experimental outcomes. When provided with explicit training within domains, combined with probe questions, children were able to learn and transfer the basic strategy for designing unconfounded experiments. Providing probes without direct instruction, however, did not improve children's ability to design unconfounded experiments and make valid inferences. Direct instruction on CVS not only improved the use of CYS, but also facilitated conceptual change in the domain because the application of CVS led to unconfounded, informative tests of domain-specific concepts. With age, children increasingly improved their ability to transfer learned strategies to remote situations. A trial-by-trial assessment of children's strategy use also allowed the examination of the source, rate, path, and breadth of strategy change.