Is tool-making knowledge robust over time and across problems?
Is tool-making knowledge robust over time and across problems?
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DOI：
10.3389/fpsyg.2014.01395
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发表时间：
2014
影响因子：
3.8
通讯作者：
Chappell J
中科院分区：
文献类型：
--
作者：
Beck SR;Cutting N;Apperly IA;Demery Z;Iliffe L;Rishi S;Chappell J
在三项研究中，我们探索了从成人演示中学到的工具制作知识到其他时间和任务环境的保留和转移。所有研究都使用了一项任务的变体，其中孩子们必须制作一个钩子工具，以从高的透明管中取出水桶。独立创新挂钩工具失败的孩子们观看了演示。在研究 1 中，我们测试了 3 个月前看过原始演示的 4-6 岁儿童 (N = 53)。第二次的表现非常出色，表明孩子们的知识在三个月内得到了保留。在研究 2 和研究 3 中，我们探索了如何将新知识转移到其他任务中。在研究 2 中，儿童获得了两种不同表面特征（例如形状和颜色）的装置。尽管新管道清洁器的尺寸和颜色也有所不同，但参与者仍将他们的知识推广到这些新设备。五到六岁的孩子（N = 22）几乎总是将他们的知识转移到必须制作相同工具的问题上。年龄较小的 3 至 5 岁儿童（N = 46）的表现变化更大。在研究 3 中，4 至 7 岁的孩子（N = 146）观看了用管道清洁器制作钩子的演示，但随后必须通过组合木销钉来制作工具（反之亦然：最初的销钉培训，转移到管道清洁器）。孩子们并没有将他们的工具制造知识转移到新材料上。随着时间的推移，孩子们保留了工具制作知识，并将他们的知识转移到新的情境中，在新的情境中，他们需要用相似的材料而不是不同的材料制作类似的工具。我们的结论是，儿童在新情境中使用工具制造知识的能力可能取决于记忆和类比推理，后者在童年中期继续发展。
In three studies, we explored the retention and transfer of tool-making knowledge, learnt from an adult demonstration, to other temporal and task contexts. All studies used a variation of a task in which children had to make a hook tool to retrieve a bucket from a tall transparent tube. Children who failed to innovate the hook tool independently saw a demonstration. In Study 1, we tested children aged 4–6 years (N = 53) who had seen the original demonstration 3 months earlier. Performance was excellent at the second time, indicating that children’s knowledge was retained over the 3 month period. In Studies 2 and 3 we explored transfer of the new knowledge to other tasks. In Study 2, children were given two variants of the apparatus that differed in surface characteristics (e.g., shape and color). Participants generalized their knowledge to these new apparatuses even though the new pipecleaner also differed in size and color. Five- to 6-year-olds (N = 22) almost always transferred their knowledge to problems where the same tool had to be made. Younger, 3- to 5-year-olds’ (N = 46), performance was more variable. In Study 3, 4- to 7-year-olds (N = 146) saw a demonstration of hook making with a pipecleaner, but then had to make a tool by combining pieces of wooden dowel (or vice versa: original training on dowel, transfer to pipecleaner). Children did not transfer their tool-making knowledge to the new material. Children retained tool-making knowledge over time and transferred their knowledge to new situations in which they needed to make a similar tool from similar materials, but not different materials. We concluded that children’s ability to use tool-making knowledge in novel situations is likely to depend on memory and analogical reasoning, with the latter continuing to develop during middle childhood.
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影响因子：
4.6
作者：
MELTZOFF, AN
通讯作者：
MELTZOFF, AN
DOI：
10.1098/rstb.2012.0409
发表时间：
2013-11-19
影响因子：
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作者：
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DOI：
10.1073/pnas.0901008106
发表时间：
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影响因子：
11.1
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通讯作者：
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