Conservation: What is the question?
Conservation: What is the question?
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保护：问题是什么？
DOI：
10.1111/j.2044-8295.1982.tb01802.x
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发表时间：
1982
影响因子：
4
通讯作者：
Margaret C. Donaldson
中科院分区：
文献类型：
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作者：
Margaret C. Donaldson
要想成功完成保护任务，就必须理解这种转化与问题无关。然而，这在很大程度上取决于这个问题是被当作一组没有嵌入的词来对待，在这种情况下，当第二次被问到时，它仍然是“同一个问题”，还是被当作词和语境的统一体来对待，在这种情况下，它不是。现在有很多证据表明，幼儿倾向于后一种解释模式，实际上，往往无法保留这个问题。
儿童对目的的暗示很敏感，他们可能会通过思考实验者提出问题的目的来理解问题，或者他们可能会考虑任务结构内部的目的。或者，他们可能专注于数组的非人格特征，就像皮亚杰所做的那样。在特定情况下发生的事情既取决于个人特点，也取决于一般的发展趋势。
Success in a conservation task entails understanding that the transformation is irrelevant to the question. Much depends, however, on whether the question is treated as a set of disembedded words, in which case it is still ‘the same question’ when asked a second time, or as a unity of words-and-context, in which case it is not. There is now much evidence that young children tend to the latter mode of interpretation and, in effect, often fail to conserve the question.
Children are sensitive to indications of purpose and may try to make sense of the question by wondering about the purposes of the experimenter in asking it. Or they may have regard to purposes which are internal to the task structure, where these exist. Or they may concentrate on impersonal features of the array, as Piaget took them to do. What happens in a given instance will depend both on personal characteristics and on general developmental trends.