The Growth of Flexible Problem Solving: Preschool Children Use Changing Verbal Cues to Infer Multiple Word Meanings
The Growth of Flexible Problem Solving: Preschool Children Use Changing Verbal Cues to Infer Multiple Word Meanings
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DOI：
10.1207/s15327647jcd010202
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发表时间：
2000-01-01
影响因子：
2.1
通讯作者：
Deak, Gedeon O.
中科院分区：
文献类型：
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作者：
Deak, Gedeon O.
灵活归纳是概率推理对变化问题的适应。幼儿的灵活性在单词学习任务中进行了测试。3至6岁的儿童被告知3个新的单词，每一个新的物体。孩子们将每个单词概括为与第一个物体具有相同身体形状、相同材料或相同部位的其他物体。每一个词前面都有一个不同的谓语（即，“看起来像是...““是由...，“或者“有一个...“），这意味着不同的属性（分别为形状、材料或部件）。三岁的奥尔兹表现出有限的使用谓词来推断单词的含义，他们使用以前的试验中的谓词来推断后面的单词的含义。4-到6岁的儿童使用谓词线索更一致，并作出推断，暗示了最近的谓词线索。值得注意的是，3岁的孩子在控制任务，消除了需要使用概率归纳线索（实验3）的天花板附近。结果表明，灵活性的发展作为一个功能（a）之间的问题的变化性和不确定性的敏感性和（B）的能力，去语境化最近的口头线索，以指导归纳推理。
Flexible induction is the adaptation of probabilistic inferences to changing problems. Young children's flexibility was tested in a word-learning task. Children 3 to 6 years old were told 3 novel words for each of several novel objects. Children generalized each word to other objects with the same body shape, the same material, or the same part as the first object. Each word was preceded by a different predicate (i.e., "looks like a...," "is made of...," or "has a...") that implies a different attribute (shape, material, or part, respectively). Three-year-olds showed limited use of predicates to infer word meanings, and they used predicates from previous trials to infer the meanings of later words. 4- to 6-year-olds used predicate cues more consistently and made inferences that were implied by the most recent predicate cue. Notably, 3-year-olds performed near ceiling in a control task that eliminated the need to use probabilistic inductive cues (Experiment 3). The results suggest that flexibility develops as a function of (a) sensitivity to between-problem variability and indeterminacy and (b) ability to decontextualize the most recent verbal cue to guide of inductive inferences.