Children's analogical reasoning about natural phenomena.
Children's analogical reasoning about natural phenomena.
复制标题
儿童对自然现象的类比推理。
DOI：
--
复制
发表时间：
1997
影响因子：
2.6
通讯作者：
F. Wilkening
中科院分区：
文献类型：
--
作者：
S. Pauen;F. Wilkening
这份报告调查了儿童在一项物理任务中的类比推理，使用的是儿童而不是实验者产生的类比。共有127名小学生参加了三项相关研究。孩子们学会了预测天平秤的行为。后来，他们被要求解决一个力相互作用问题。设计了两个版本的平衡量表训练：版本A建议目标问题的错误解决方案(负类比)，版本B建议目标问题的正确解决方案(正类比)。在研究1中，9至10岁的儿童在两种训练条件下都表现出自发迁移。在研究2中，7岁儿童在正向类比条件下没有表现出任何迁移。研究3表明，年龄较小的儿童缺乏迁移并不是因为没有注意到这种类比或没有进行映射。取而代之的是，7岁的孩子只迁移了正确答案的部分内容。
This report investigates children's analogical reasoning in a physics task, using an analogy generated by the children rather than by the experimenter. A total of 127 elementary school children took part in three related studies. Children learned to predict the behavior of a balance scale. Later, they were asked to solve a force interaction problem. Two versions of the balance scale training were devised: version A suggested an incorrect solution to the target problem (negative analogy), and version B suggested a correct solution to the target problem (positive analogy). In Study 1, 9- to 10-year-olds showed spontaneous transfer in both training conditions. In Study 2, 7-year-olds did not show any transfer in the positive analogy condition. Study 3 revealed that the lack of transfer in younger children was not due to a failure either to notice the analogy or to perform the mapping. Instead, 7-year-olds transferred only selected aspects of the correct solution.