幼儿园儿童代表的是抽象的关系,预测的是类型成员资格
1Department of Psychology, Stanford University, Stanford, CA, USA.
Open mind : discoveries in cognitive science
|January 16, 2025
概括
幼儿园儿童可以学习理解抽象的概念,如"相同"和"不同"的类别,而不仅仅是物理特征. 使用名词标签的训练有助于他们理解这些抽象的关系.
科学领域:
- 认知发展 认知发展
- 发展心理学 发展心理学
- 语言获取 语言获取
背景情况:
- 学前儿童可以根据感知特征理解抽象关系 (相同/不同).
- 之前的研究还没有广泛探索这种能力与抽象的维度,如类成员.
研究的目的:
- 调查学龄前儿童是否可以根据抽象维度 (种类成员) 来表示抽象关系 (相同/不同).
- 确定培训的作用,特别是名词和形容词标签,在这种能力.
主要方法:
- 在192名美国学龄前儿童 (3-5岁) 中使用了关系匹配样本 (rMTS) 任务.
- 实验涉及熟悉和新的类型,有或没有培训使用名词或形容词标签.
主要成果:
- 基线表现显示,4岁的孩子在熟悉的类型中失败.
- 使用名词标签的训练使4岁和5岁的孩子能够成功地使用熟悉和新的类型.
- 代名词标签,而不是形容词标签,似乎是为了引起人们对类型成员的关注.
结论:
- 在适当的培训下,学龄前儿童可以在抽象维度上表示抽象关系.
- 代名词标签对于将注意力转向类型成员身份至关重要,以获得抽象的关系理解.
- 这表明抽象关系推理的发展进展.
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