心理发展与教育
心理髮展與教育
심리발전여교육
Psychological Development and Education
2006年
4期
12~16
,共null页
3～4岁儿童 规则因果推理能力 交互效应 训练效应
3～4歲兒童 規則因果推理能力 交互效應 訓練效應
3～4세인동 규칙인과추리능력 교호효응 훈련효응
children aged 3 to 4 years; rule-based causal reasoning; capacity; training.
学前期是儿童多种推理能力产生和发展的重要时期。本研究（以64名3岁儿童为被试，采用Frye和Zelazo等所设计的“二进二出”装置，通过对3岁儿童的规则因果推理能力进行训练，从而探索儿童规则因果推理的内在机制。在本研究条件下，结果发现：1．年龄与训练的交互效应不显著，各年龄组儿童经过训练后，成绩的提高没有显著差异；2．规则与训练的交互效应显著，竖直规则下，儿童通过训练后提高的成绩不显著，但在交叉规则下前测后测成绩差异极其显著；3．训练效应显著，暴露因果机制，给予及时反馈和阐述规则时附加手势这些信息能促进年幼儿童对高级规则的掌握。
學前期是兒童多種推理能力產生和髮展的重要時期。本研究（以64名3歲兒童為被試，採用Frye和Zelazo等所設計的“二進二齣”裝置，通過對3歲兒童的規則因果推理能力進行訓練，從而探索兒童規則因果推理的內在機製。在本研究條件下，結果髮現：1．年齡與訓練的交互效應不顯著，各年齡組兒童經過訓練後，成績的提高沒有顯著差異；2．規則與訓練的交互效應顯著，豎直規則下，兒童通過訓練後提高的成績不顯著，但在交扠規則下前測後測成績差異極其顯著；3．訓練效應顯著，暴露因果機製，給予及時反饋和闡述規則時附加手勢這些信息能促進年幼兒童對高級規則的掌握。
학전기시인동다충추리능력산생화발전적중요시기。본연구（이64명3세인동위피시，채용Frye화Zelazo등소설계적“이진이출”장치，통과대3세인동적규칙인과추리능력진행훈련，종이탐색인동규칙인과추리적내재궤제。재본연구조건하，결과발현：1．년령여훈련적교호효응불현저，각년령조인동경과훈련후，성적적제고몰유현저차이；2．규칙여훈련적교호효응현저，수직규칙하，인동통과훈련후제고적성적불현저，단재교차규칙하전측후측성적차이겁기현저；3．훈련효응현저，폭로인과궤제，급여급시반궤화천술규칙시부가수세저사신식능촉진년유인동대고급규칙적장악。
This experiment studied the internal mechanism of rule-based causal reasoning by training children aged 3 to 4 years in rule-based causal reasoning with a ramp apparatus with two input holes and two output holes. Results revealed that：（1）there was no significant interaction between age and training, the improved performances were not significantly different after training; （2） there was significant interaction between rule type and training, the improved performances were significantly different between straight rule-based group reasoning and across rule-based reasoning group; （3）The results indicate that providing such redundant non-verbal cues as the ramp uncovered to reveal mechanical shunts, feedback and gesture can facilitate children＇ use of complex rule systems.
