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DEVELOPMENT OF KNOWLEDGE AND REASONING IN EXPLANATION : THE RELATIONSHIP BETWEEN DOMAIN KNOWLEDGE AND REASONING SCHEMATA IN CAUSAL SYSTEMS.

解释中知识和推理的发展：因果系统中领域知识和推理图式之间的关系。

基本信息

批准号：
13610119
负责人：
UCHIDA Nobuko
金额：
$ 0.51万
依托单位：
OCHANOMIZU UNIVERSITY
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
2001
资助国家：
日本
起止时间：
2001 至 2002
项目状态：
已结题

项目摘要

When we explain biological and physical phenomena, we make sense of it by activating complex psychological constructs in our explanations. Two experiments we conducted examine the relationships between domain knowledge acquisition and some reasoning schemata in explanations. In Experiment 1, a total of 120 3-year-olds, 4-year-olds, 5-year-olds and adults were given 4 reasoning problems and justification of yes-no judgments involving familiar phenomena. These problems were embedded in familiar and realistic contexts. In Experiment 2, a total of 90 5 : 0-year-olds, 5 and a half-year-olds and adults solved same types of problems embedded in not only familiar but also unfamiliar contexts and they were asked to explain the judgments in detail given two WH-questions. The results showed (1) that young children's abilities to make inferences were equal to that of the adults, (2) that the children's explanations were flexible and appropriate depending on differentiated domain knowledge and (3) that for children, domain knowledge acquisition promoted the emergence of reasoning schemata as a basis of inductive and deductive inferences, while adults' explanations were divided into two types of styles : highly elaborated through reasoning or simple by rote learning. These results suggest (a) that reasoning schemata would be domain general, (b) that increasing scientific knowledge has a powerful effect on activating the reasoning patterns of induction and deduction. From the findings of classroom discourse research (Watanabe, 1998 ; Takeda, 1999), it was suggested that the discourse styles of explanations are reinforced through exposure to the linguistic input from the classroom's discourse structure.

当我们解释生物和物理现象时，我们通过在解释中激活复杂的心理结构来理解它。我们进行的两个实验考察了领域知识获取与解释中的一些推理图式之间的关系。在实验一中，共有120名3岁、4岁、5岁和成人被试被要求回答4个推理问题，并对涉及常见现象的是非判断进行辩护。这些问题植根于熟悉和现实的背景中。在实验2中，共有90名5：0岁的儿童、5岁半的儿童和成年人解决了相同类型的问题，这些问题不仅嵌入在熟悉的情境中，而且还嵌入到陌生的情境中，他们被要求给出两个WH-问题来详细解释判断。结果表明：(1)幼儿的推理能力与成人相当；(2)幼儿的解释因领域知识的不同而具有灵活性和适宜性；(3)对儿童而言，领域知识的获得促进了推理图式的出现，作为归纳和演绎推理的基础，而成人的解释分为两种类型：高度精细的推理和简单的死记硬背。这些结果表明：(A)推理图式具有领域通用性；(B)科学知识的增长对激活归纳和演绎的推理模式有很强的作用。课堂话语研究(Watanabe，1998；Takeda，1999)的研究结果表明，通过接触课堂话语结构中的语言输入，可以加强讲解的话语风格。