Children's learning and transfer of inductive reasoning rules: studies of proximal development.
Children's learning and transfer of inductive reasoning rules: studies of proximal development.
复制标题
儿童归纳推理规则的学习和迁移：近端发展研究。
DOI：
10.1111/j.1467-8624.1986.tb00438.x
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发表时间：
1986
影响因子：
4.6
通讯作者：
Campione,JC
中科院分区：
文献类型：
--
作者：
Ferrara,RA;Brown,AL;Campione,JC
一项初步研究考察了智商估计的当前发展水平和辅助环境下学习和迁移效率估计的近端发展水平之间的关系。8-11岁的孩子们学习了在逐步的提示序列的帮助下解决字母序列的补全问题。后来使用类似的提示程序对维护和转移进行了评估。智商和年龄效应都被发现。平均智商(及以下)儿童比高智商(及较大智商)儿童需要更多帮助，才能在原始问题类型上达到相同的掌握水平。除了学习效率上的这种差异外，由于迁移问题与最初学习的问题越来越不同，中等智商与高智商学生以及年龄较小与年龄较大的儿童随后在所需提示的数量上存在差异。在第二项研究中，研究发现，在中度相关的任务(字母序列和累进矩阵)中，学习所需的辅助量相当稳定。维护和转移方面所需的援助似乎不太稳定，但在不同任务之间也存在显着的相关性。文中还讨论了理论和临床意义。
An initial study examined the relation between current developmental levels, as estimated by IQ, and proximal levels of development, as estimated by the efficiency of learning and transfer in assisted contexts. 8-11-year-old children learned to solve letter series completion problems with the aid of graduated sequences of prompts. Maintenance and transfer were later assessed using similar prompting procedures. Both IQ and age effects were found. Average-IQ (and younger) children required more assistance than high-IQ (and older) children to achieve the same mastery level on the original problem types. In addition to this difference in learning efficiency, average-versus high-IQ students, and younger versus older children, subsequently diverged in the number of prompts they needed as the transfer problems differed increasingly from the ones originally learned. In a second study, amount of assistance required in learning was found to be quite stable across moderately related tasks (letter series and progressive matrices). Assistance needed in maintenance and transfer appeared less stable but was also significantly correlated across tasks. Theoretical and clinical implications are discussed.