TRANSITIVE INFERENCES AND MEMORY IN YOUNG CHILDREN
TRANSITIVE INFERENCES AND MEMORY IN YOUNG CHILDREN
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DOI：
10.1038/232456a0
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发表时间：
1971-01-01
期刊：
影响因子：
64.8
通讯作者：
TRABASSO, T
中科院分区：
文献类型：
--
作者：
BRYANT, PE;TRABASSO, T
本文报道了两个实验，结果表明：幼儿在7岁左右通过逻辑准备阶段后，才能形成关于数量的传递性推理。“老”是不合理的。本文报道的两个实验表明，4年。大一点的儿童能够对数量进行传递性推理，只要他们能记住要求他们联合收割机的信息项。采用了3个遗忘控制：（a）非常彻底地教S最初的比较，（B）测试这些比较的记忆，（c）”绝对”反应的非转移。在Exp. I、S分别为20 4.5、20 5.6和20 6.7岁。奥尔兹的。测试材料包括5个彩色木棒，每个木棒的长度和颜色都不同。结果表明，在所有年龄段的传递性的证据令人印象深刻。结论是：“幼儿能够非常有效地进行真正的传递性推理，但并不完美。”在Exp。II期年龄分别为25 4岁和25 5岁。奥尔兹的。方法与Exp.除了视觉反馈元素在培训课程中被淘汰外。结果表明，缺乏视觉反馈没有影响S的能力，使传递性比较。儿童”能够很好地将单独的数量判断联合收割机结合起来，而且他们能够在比通常假设的年龄小得多的年龄就这样做。这是一个既有理论意义又有实践意义的结论。”（PsycInfo数据库记录（c）2016阿帕，保留所有权利）
Reports 2 experiments which show that the claim" that young children are unable to form transitive inferences about quantity until they pass the stage of logical preparations at about 7 yr. old" is unjustified. The 2 experiments reported here" demonstrate that 4 yr. old children can make transitive inferences about quantity, provided that they can remember the items of information which they are asked to combine." 3 controls for forgetting were employed:(a) teaching S the initial comparisons very thoroughly,(b) testing for memory of these comparisons, and (c) nontransferences of" absolute" responses. In Exp. I, Ss were 20 4.5, 20 5.6, and 20 6.7 yr. olds. Testing materials included 5 colored wooden rods, each of a different length and color. Results indicate that the evidence for transitivity was impressive at all age levels. It is concluded" that young children can make genuine transitive inferences extremely effectively, but not perfectly." Ss in Exp. II were 25 4 and 25 5 yr. olds. The method was identical to Exp. I except the visual feedback element was eliminated in the training session. Results indicate that the lack of visual feedback had no effect on S's ability to make transitive comparisons. Children" can combine separate quantity judgments very well and they can do so at a far younger age than has generally been assumed. This is a conclusion which has practical as well as theoretical importance."(PsycINFO Database Record (c) 2016 APA, all rights reserved)