DEVELOPMENT OF ANALOGICAL PROBLEM-SOLVING SKILL
DEVELOPMENT OF ANALOGICAL PROBLEM-SOLVING SKILL
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DOI：
10.1111/j.1467-8624.1984.tb03901.x
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发表时间：
1984-01-01
影响因子：
4.6
通讯作者：
BILLMAN, DO
中科院分区：
文献类型：
--
作者：
HOLYOAK, KJ;JUNN, EN;BILLMAN, DO
进行了三个实验来评估儿童通过类比表面上不同的情况来解决问题的能力。学龄前儿童以及五年级和六年级学生解决了一个允许多种解决方案的问题。有些受试者首先阅读包含类似问题及其解决方案的故事。当相应解决方案中涉及的关系之间的映射相对简单并且相应的工具在感知和功能上相似时，即使是学龄前儿童也能够利用类比推导出迁移问题的解决方案（实验1）。对于学龄前受试者的成功来说，仪器的显着相似性既不是充分的（实验 2）也不是必要的（实验 3）。当故事模拟很好地映射到转移问题时，4 岁的孩子通常能够生成一个解决方案，该解决方案需要对与基本模拟中使用的工具几乎没有感知或语义相似性的对象进行转换（实验 3）。 年龄较大的儿童使用类比的方式在质量上与成人可比研究（实验 1）中观察到的相似，而年龄较小的儿童则表现出不同的局限性。
Three experiments were performed to assess children''s ability to solve a problem by analogy to a superficially dissimilar situation. Preschoolers and 5th and 6th graders solved a problem that allowed multiple solutions. Some subjects were first read a story that included an analogous problem and its solution. When the mapping between the relations involved in the corresponding solutions was relatively simple and the corresponding instruments were perceptually and functionally similar, even preschoolers were able to use the analogy to derive a solution to the transfer problem (experiment 1). Salient similarity of the instruments was neither sufficient (experiment 2) nor necessary (experiment 3) for success by preschool subjects. When the story analog mapped well onto the transfer problem, 4-yr olds were often able to generate a solution that required transformation of an object with little perceptual or semantic similarity to the instrument used in the base analog (experiment 3). The older children used analogies in a manner qualitatively similar to that observed in comparable studies with adults (experiment 1), whereas the younger children exhibited different limitations.