Empirical Researches into the Mechanism of Self-organization on the Acquisition of Logico-mathematical Knowledge in the Child

儿童习得逻辑数学知识自组织机制的实证研究

• 批准号: 12610159
• 负责人: NAKAGAKI Akira
• 金额: $ 2.11万
• 依托单位: Waseda University (2001-2003)National Institute for Educational Policy Research (2000)
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for Scientific Research (C)
• 财政年份: 2000
• 资助国家: 日本
• 起止时间: 2000 至 2003
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-12610159/
• 关键词: Self-organization; Logico-mathematical knowledge; Cognitive development; Contradiction; Developmental study; Cognitive perturbation; 自己組織化; 仮説演繹的推論; 認知システム; 否定連言文; 論理的認識; 数学的認識

The following knowledge was obtained as the results of this research.1 The process of self-organization in cognitive development was far more robust and autonomous than we had imagined before. This seems to mean that the process of self-organization is guided by the endogenous mechanism.2 Piaget considered that cognition is a compensatory system against cognitive perturbations and cognitive contradiction originates from imperfect compensation between affirmation (positive aspect of cognitive perturbation) and negation (negative aspect of cognitive perturbation) (Piaget 1974). It was shown that this view is very effective in the conceptualization of our experimental results. But it was also shown that what is affirmative or what is negative is dependent on experimental contexts with which subjects are confronted.3 It was possible to reverse affirmation and negation in the subject's cognitive system through adequate experimental procedures. Accordingly it was suggested that we can facili … More tate self-organization in cognitive development through these procedures.4 The role of contradiction was restrictive in self-organization of cognitive development. Many subjects are hardly conscious of contradiction in their modes of thinking and reasoning. Moreover, even subjects who are conscious of contradiction through experimental procedures and become aware of error remain unaware of why and where they made a mistake. Consequently, although contradiction in cognitive system motivates self-organization in cognitive development, it is not a direct factor for facilitation of self-organization.5 We observed rapid self-organization in the acquisition of logico-mathematical knowledge when subjects have already elementary tools necessary for self-organization. In these cases it was possible to facilitation self-organization in cognitive development simply through subjects' active participation into the task. It seems to show the importance of immanent thinking activity for self-organization. Less

作为这项研究的结果，获得了以下知识：1认知发展中的自组织过程比我们以前想象的要强大得多。这似乎意味着自组织的过程是由内生机制引导的。2皮亚杰认为，认知是一个对认知扰动的补偿系统，认知矛盾源于肯定（认知扰动的积极方面）和否定（认知扰动的消极方面）之间的不完全补偿（皮亚杰1974）。结果表明，这种观点是非常有效的概念化我们的实验结果。但它也表明，什么是肯定的或什么是否定的是依赖于实验的背景下，与科目是面临的。3这是可能的，以扭转肯定和否定在主题的认知系统，通过适当的实验程序。因此，有人建议，我们可以促进 ...更多信息 4.矛盾在认知发展的自组织中起着制约作用。许多主体在他们的思维和推理模式中几乎没有意识到矛盾。此外，即使受试者通过实验程序意识到矛盾并意识到错误，仍然不知道他们为什么以及在哪里犯了错误。因此，尽管认知系统中的矛盾激发了认知发展中的自组织，但它不是促进自组织的直接因素。5我们观察到，当受试者已经具备了自组织所需的基本工具时，逻辑数学知识的获得会迅速自组织。在这些情况下，有可能促进自我组织的认知发展，只是通过主体的积极参与到任务。这似乎表明了直觉思维活动对自组织的重要性。少