TRANSITIVE RELATIONAL MAPPINGS IN 3-YEAR-OLDS AND 4-YEAR-OLDS - THE ANALOGY OF GOLDILOCKS-AND-THE-3-BEARS
TRANSITIVE RELATIONAL MAPPINGS IN 3-YEAR-OLDS AND 4-YEAR-OLDS - THE ANALOGY OF GOLDILOCKS-AND-THE-3-BEARS
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DOI：
10.1111/j.1467-8624.1995.tb00911.x
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发表时间：
1995-06-01
影响因子：
4.6
通讯作者：
GOSWAMI, U
中科院分区：
文献类型：
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作者：
GOSWAMI, U
3个实验考察了一组3岁和4岁儿童基于大小进行传递性关系映射的能力。在第一个实验中，当刺激的绝对大小相同或不同，以及关系相似的刺激在每个阵列中的空间位置也相同或不同时，儿童被要求将一组物体的相对大小映射到另一组物体。在第二个实验中，通过要求儿童将相对大小映射到相对比例，改变了数组之间大小关系的具体表示。在这种交叉表征映射任务中，关系相似的刺激的空间位置要么相同，要么不同。在实验3中，孩子们被要求将相对大小映射到各种不同的感知维度，包括温度、音调和响度。这项更抽象的映射任务需要使用头脑中表示的传递关系。每个实验都使用金发姑娘和三只熊的类比来呈现映射任务。从结构映射理论和逻辑推理发展的角度对结果进行了讨论。
3 experiments examined the ability of a group of 3- and 4-year-old children to make transitive relational mappings based on size. In the first experiment, the children were asked to map relative size from 1 array of objects to another when the absolute sizes of the stimuli were either identical or different, and when the spatial positions of the relationally similar stimuli in each array were also either identical or different. In the second experiment, the concrete representation of size relations between the arrays was varied by asking the children to map relative size to relative proportion. Tn this cross-representational mapping task, the spatial position of the relationally similar stimuli was again either identical or different. In Experiment 3, the children were asked to map relative size to a variety of different perceptual dimensions including temperature, pitch, and loudness. This more abstract mapping task required the use of mentally represented transitive relations. Each experiment presented the mapping task using the analogy of Goldilocks and the Three Bears. The results are discussed in terms of theories of structure mapping and the development of logical reasoning.