RESEARCH ON CHILDREN'S RELATIONAL CONCEPTS

根据离散维度比较对象的能力，例如 大小、颜色或形状似乎是人类智能的基本要素。 然而，在这方面， 发展研究表明，维度的知识是复杂的 并逐渐在学前和早期教育阶段出现。 本研究探讨了一个成分模型，在该模型中， 同一性，整体相似性，属性，维度，方向， 密集的秩序，和连续性构成了结构的核心， 维度知识 该项目旨在测试开发 这些组件的独立性及其获取顺序。 语言和非语言任务的表现将进行比较，以提供一个 对维度概念发展的完整描述。 某些 这种增长的某些方面可能反映了对物体的体验， 可能反映了语言的经验。 2-8岁的儿童将是 主要参与者。 实验比较了儿童的概念 知识的关系和他们的收购的话，指 关系 概念知识将在模仿任务中进行评估， 需要对关系进行抽象推理。 文字知识将是 通过口头要求儿童选择指定的物体来衡量， 属性或关系，例如“找到大的”，“哪两个是相同的。" 额外的实验调查了儿童对关系的感知 和成年人，以了解发展的机制， 关系知识的发展性增长的基础。

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.