Children's Understanding of Inference As a Source of Knowledge.
Children's Understanding of Inference As a Source of Knowledge.
复制标题
儿童对推理作为知识来源的理解。
DOI：
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发表时间：
1987
期刊：
影响因子：
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通讯作者：
Heinz Wimmer
中科院分区：
文献类型：
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作者：
B. Sodian;Heinz Wimmer
贝阿特·索迪安和海因茨·威默。儿童对推理作为知识来源的理解。儿童发展，1987 年，58，424-433。通过一系列实验研究了 4 至 6 岁儿童对推理作为知识来源的理解。实验范式的基本特征是，一个人被证明了解前提信息，并通过简单的推理得出某个结论。当被问及这个人是否知道在这些条件下得出的结论时，大多数 6 岁以下的孩子回答说他或她不知道。这些孩子似乎并不理解推理作为知识的来源，尽管他们熟练地使用推理作为知识的来源。当他们被问及是否知道结论时，他们的回答是肯定的，并能具体说明关键事实。相比之下，幼儿对其他人知识的评估是严格的经验主义：只有当其他人能够感知到关键事实时，他们才被认为是知识。这种将推理知识归因于他人的失败与对方是故事人物还是成年人以及她是否处于相反的视角或分享主体的视角无关。即使对方明确地陈述了结论，年幼的孩子也会忽视推理访问，并将结论判断为猜测。讨论了这些发现对儿童发展“心理理论”的影响。
SODIAN, BEATE, and WIMMER, HEINZ. Children's Understanding of Inference as a Source of Knowledge. CHILD DEVELOPMENT, 1987, 58, 424-433. 4to 6-year-old children's understanding of inferential reasoning as a source of knowledge was studied in a series of experiments. The basic feature of the experimental paradigm was that a person was shown to be aware of premise information from which a certain conclusion follows by simple inference. When asked whether this person knew the conclusion under these conditions, most children younger than 6 years replied that he or she did not know it. These children did not seem to understand inference as a source of knowledge, although they proficiently used it as a source of knowledge. When they were asked whether they knew the conclusion, they responded affirmatively and could specify the critical fact. In contrast, young children's assessment of other persons' knowledge was strictly empiricist: other persons were attributed knowledge only when they had perceptual access to the critical fact. This failure to attribute inferential knowledge to others was independent of whether the other personr was a story figure or an adult and of whether she was placed in the opposite perspective or shared the subject's perspective. Even when the other person explicitly stated the conclusion, young children disregarded inferential access and judged the conclusion to be a guess. The implications of these findings for children's developing "theories of mind" are discussed.