儿童在新型并发工具使用任务中的有限工具能力支持创新差距
Jennifer A D Colbourne1, Alice M I Auersperg2, Sarah R Beck3
1Comparative Cognition Unit, Messerli Institute, University of Veterinary Medicine Vienna, Veterinärplatz 1, 1210, Vienna, Austria. jadcolbourne@gmail.com.
Scientific reports
|September 12, 2024
概括
4-9岁的孩子在工具创新方面扎,特别是当任务需要同时使用多个工具时. 这种"创新差距"随着工具使用挑战的空间复杂性增加而扩大.
科学领域:
- 认知发展 认知发展
- 比较心理学比较心理学
- 人类进化人类进化
背景情况:
- 儿童在创新工具使用解决方案方面表现出发育滞后.
- 这个这个这个这个这个
- 创新差距 创新差距 创新差距
- 可能源于工具任务中的复杂空间关系.
研究的目的:
- 调查并发与连续工具使用对儿童创新的影响.
- 测试来自Fragaszy和Mangalam关于任务复杂性和创新的新工具理论的预测.
主要方法:
- 4-9岁的孩子试图创新解决"贴纸幻灯片"任务的解决方案.
- 该任务有两种版本:一种需要连续使用工具,另一种需要同时使用工具.
主要成果:
- 这两种任务版本对所有年龄组都具有挑战性.
- 较年轻的孩子 (4-9岁) 在并发版本中表现出极大的困难,没有孩子创新解决方案.
- 成功率随着年龄的增长而增加,但即使是年长的孩子也在与同步任务作斗争,与顺序版本不同.
结论:
- 同时使用工具显著加剧了学龄儿童的创新差距.
- 工具任务的空间复杂性越来越高,这给创新带来了更大的挑战,特别是对于年幼的孩子来说.
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