对象探索或解释生成可以促进5-7岁儿童的创新解决问题吗?
Darcy Neilson1, Nicola Cutting1, Emma C Tecwyn1
1School of Education, Language & Psychology, York St John University, United Kingdom of Great Britain and Northern Ireland.
Acta psychologica
|February 7, 2026
概括
鼓励小孩子探索或解释并没有提高他们解决问题的能力. 与材料进行自我指导的接触,而不是提示解释,是成功完成创新的物理问题解决任务的关键.
科学领域:
- 认知发展 认知发展
- 儿童心理学 儿童心理学
- 解决问题的研究 解决问题的研究
背景情况:
- 8岁以下的儿童经常在解决身体问题时与独立创新作斗争.
- 了解支持早期解决问题的技能的因素对于教育和发展干预至关重要.
研究的目的:
- 调查鼓励探索或解释是否能提高5-7岁儿童的创新解决问题的能力.
- 将"探索"和"解释"条件的有效性与解决问题任务的基线进行比较.
主要方法:
- 83名儿童 (5-7岁) 被分配到"探索"",解释"或"基线"条件.
- 预测包括探索材料,生成解释或填充任务.
- 测试阶段涉及需要访问不可触及物品的任务 (和水位移任务).
主要成果:
- 在任务成功率,初始项目使用率或完成时间等条件之间没有发现显著差异.
- 探索性分析表明,对象操纵,独立发现和工具改进与任务的成功相关.
- 认知语言与成功完成任务有关.
结论:
- 在这项研究中,促使探索和解释都没有显著改善儿童的创新解决问题的能力.
- 自主指导的参与,包括对象操纵和独立发现,似乎更有利于解决问题的成功.
- 未来的研究应该专注于培养幼儿解决问题的发展中的内在动机和自主学习.
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