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

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。本研究通过两个实验考察了解释中的推理图式与领域知识习得之间的关系。在实验一中，120名3岁、4岁、5岁儿童和成年人被要求回答4个涉及熟悉现象的推理问题和是非判断的证明。这些问题是在熟悉和现实的背景下产生的。在实验2中，共有90名5：0岁儿童，5岁半儿童和成人解决相同类型的问题，嵌入在不仅熟悉，而且不熟悉的背景下，他们被要求解释的判断，详细给出了两个WH-问题。结果表明：（1）幼儿的推理能力与成人相当;（2）幼儿的解释是灵活和恰当的，这取决于不同的领域知识;（3）对于幼儿来说，领域知识的获得促进了推理图式的形成，作为归纳和演绎推理的基础。而成年人的解释则分为两种类型：一种是通过推理进行的高度复杂的解释，另一种是通过死记硬背进行的简单解释。这些结果表明：（a）推理图式具有领域一般性;（B）科学知识的增加对激活归纳和演绎推理模式具有强大的影响。课堂话语研究（Watanabe，1998; Takeda，1999）的结果表明，通过接触来自课堂话语结构的语言输入，解释的话语风格得到了加强。

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.