Future Planning in Preschool Children
Future Planning in Preschool Children
复制标题
学龄前儿童的未来规划
DOI：
10.1037/dev0000484
复制
发表时间：
2017
影响因子：
4
通讯作者：
Lily Fitzgibbon
中科院分区：
文献类型：
--
作者：
Lillie Moffett;Henrike Moll;Lily Fitzgibbon
提前计划并为未来目标提供手段的能力是人类实践推理的重要组成部分。这种能力何时在个体发育中发展是一个持续争论的问题。在这项研究中，4 岁和 5 岁的孩子执行了一项未来规划任务，其中他们必须创建解决未来目标（完成缺少此类图片的游戏）所必需的手段（特定物体的图片，例如香蕉）。两个年龄段的孩子都比处于没有未来目标可追求的控制条件下的孩子吸引更多的目标。与之前的研究结果一起，结果表明儿童未来思维在 3 至 5 岁之间出现了重大进步。我们的研究结果扩展了先验知识，表明幼儿不仅可以识别实现未来目标的遗嘱认证手段，还可以确定这些目标并创造实现这些目标的手段，从而为未来规划提供令人信服的证据。
The capacity to plan ahead and provide the means for future ends is an important part of human practical reasoning. When this capacity develops in ontogeny is the matter of an ongoing debate. In this study, 4- and 5-year-olds performed a future planning task in which they had to create the means (a picture of a particular object, e.g., a banana) that was necessary to address a future end (of completing a game in which such a picture was missing). Children of both ages drew more targets than children in a control condition in which there was no future end to be pursued. Along with prior findings, the results suggest a major progression in children’s future thinking between 3 and 5 years. Our findings expand on prior knowledge by showing that young children cannot only identify the probate means to future ends but determine such ends and create the means to achieve them, thus offering compelling evidence for future planning.
影响因子：
2.6
作者：
E. O'Connor;T. McCormack;S. Beck;A. Feeney
通讯作者：
E. O'Connor;T. McCormack;S. Beck;A. Feeney