KNOWLEDGE, CONCEPTS, AND INTERFERENCES IN CHILDHOOD
KNOWLEDGE, CONCEPTS, AND INTERFERENCES IN CHILDHOOD
复制标题
DOI：
10.1111/j.1467-8624.1992.tb01654.x
复制
发表时间：
1992-06-01
影响因子：
4.6
通讯作者：
BOYER, ME
中科院分区：
文献类型：
--
作者：
FARRAR, MJ;RANEY, GE;BOYER, ME
通过三个实验考察了知识在儿童推理中的作用。实验1探讨发展变化的作用，分类成员，知觉外观，和项目的复杂性推理的自然类和人工制品的概念。学龄前儿童（5岁），二年级学生（8岁）和四年级学生（10岁）被教导有关目标概念的新属性，并询问4个探针中的每一个是否具有这些属性。探针不同的类别成员和感知外观相对于目标项目。项目复杂性也各不相同。实验2和3研究了已知和未知的概念，熟悉和不熟悉的属性的推理。年龄较大的儿童的知识导致差异加权的分类信息的外观，但只为已知的概念和/或熟悉的属性。学龄前儿童对已知或未知的概念没有区分类别和外观。此外，随着目标项目复杂性的增加，年龄较大的儿童比学龄前儿童做出更多的推断。自然类和人工制品概念的推理之间没有发现差异。理论和知识的作用，在儿童绘制的推理进行了讨论。
The role of knowledge in children's inferences was investigated in 3 experiments. Experiment 1 examined developmental changes in the role of categorical membership, perceptual appearance, and item complexity in inferences for natural kind and artifact concepts. Preschoolers (5-year-olds), second graders (8-year-olds), and fourth graders (10-year-olds) were taught novel properties about target concepts and asked whether each of 4 probes had those properties. Probes varied in category membership and perceptual appearance relative to the target item. Item complexity also varied. Experiments 2 and 3 examined inferences with known and unknown concepts for familiar and unfamiliar properties. Older children's knowledge led to differential weighting of categorical information over appearance but only for known concepts and/or familiar properties. Preschoolers made no distinction between category and appearance for either known or unknown concepts. Additionally, as target item complexity increased, older children made more inferences than preschoolers. No differences between inferences about natural kind and artifact concepts were found. The role of theories and knowledge in children's drawing of inferences is discussed.