幼儿能够区分不可能的和不太可能的
Aimee E Stahl1, Lisa Feigenson2
1Department of Psychology, The College of New Jersey, Ewing, NJ 08618.
概括
幼儿从不可能的事件中学习得更好,而不是从不可能的事件中学习. 这表明婴儿可以区分不可能的和不太可能的,影响早期学习和认知发展.
科学领域:
- 认知发展 认知发展
- 发展心理学 发展心理学
- 婴儿认知 婴儿认知
背景情况:
- 婴儿对意外事件表现出强烈的兴趣.
- 以前的研究表明重点是新奇,但不可能和不可能之间的区别是不清楚的.
研究的目的:
- 调查幼儿是否能区分不可能和不可能发生的事件.
- 为了确定学习是否根据事件的可能性不同.
主要方法:
- 一项涉及335名2岁和3岁儿童的研究.
- 在暴露于同等可能,不可能和不可能事件后,学习结果的比较.
- 对儿童对事件概率分类的反应的分析.
主要成果:
- 与可能的事件相比,儿童在不可能的事件发生后表现出明显更好的学习.
- 无论可能发生的事件有多么不可能,这种影响都会持续下去.
- 研究结果表明,儿童处理不可能与不可能的场景的过程中存在明显的区别.
结论:
- 幼儿将不可能发生的事件分类为不同于仅仅是不可能发生的事件.
- 这种认知区别影响他们的学习和对世界的理解.
- 这些发现有助于我们对早期认知分类和事件处理的理解.
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