RESEARCH ON CHILDREN'S RELATIONAL CONCEPTS

儿童关系概念研究

• 批准号: 3316764
• 负责人: LINDA B. SMITH
• 金额: $ 3.89万
• 依托单位: TRUSTEES OF INDIANA UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 1984
• 资助国家: 美国
• 起止时间: 1984-12-01 至 1988-11-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/3316764
• 关键词: attribution; child (0-11); child psychology; concept; data collection; form /pattern perception; language development; motion perception; preschool child (1-5); size perception

The ability to compare objects according to discrete dimensions such as size, color or shape seems basic to human intelligence. However, developmental research indicates that knowledge of dimensions is complex and emerges gradually throughout the preschool and early school years. This research investigates a componential model in which an understanding of identity, wholistic similarity, attribute, dimension, direction, intensive order, and continuity comprises the structural core of dimensional knowledge. The proposed project tests the developmental independence of these components and their order of acquisition. Performance in verbal and nonverbal tasks will be compared to provide a complete description of the development of dimensional concepts. Certain aspects of this growth may reflect experience with objects, other aspects may reflect experience with language. Children aged 2-8 will be the primary participants. The experiments compare children's conceptual knowledge of relations and their acquisitions of the words that refer to relations. Conceptual knowledge will be assessed in an imitation task that requires abstract inferences about relations. Word knowledge will be measured by verbally asking children to select objects specified by attribute or relation, e.g. "Find the big one", "Which two are the same." Additional experiments investigate the perception of relations in children and adults in order to understand the development of the mechanisms that underly the developmental growth in relational knowledge.

根据离散维度比较对象的能力，例如