类别对归纳的支持与限制

发布时间：2018-06-14 15:42

本文选题：类别 + 归纳　；参考：《西南大学》2011年博士论文

【摘要】：类别对归纳的支持与限制不仅是归纳推理研究领域中的重要问题,也涉及到如何理解人类的概念形成与概念应用。研究从发展心理学和认知神经科学两个层面,分别就类别归纳中的儿童的语言标签效应和类别归纳的时间进程两个角度探讨了类别对归纳的支持与限制。研究结果表明,作为类别身份认同与区分的语言标签,是否能够促进儿童的归纳依赖于实验材料和儿童的经验： 1)当实验材料为儿童熟悉的实验材料,且实验材料能够充分诱发儿童的相应的知识的时候,儿童主要依赖概念类别来支持与限制他们的归纳。 2)当实验材料是抽象的、儿童难以识别的线条画时,5岁儿童则主要基于知觉类别来支持与限制他们的归纳,11岁儿童则主要基于概念类别来支持与限制他们的归纳,7-8岁是一个转折时期。 3)当实验材料是写实的线条画,但这些线条画即包含儿童熟悉的,也包含儿童不熟悉的类别时,在没有语言标签的条件下,儿童主要基于知觉类别支持与限制他们的归纳,而在有语言标签的情况下,儿童则主要基于语言标签来支持与限制他们的归纳。这些研究结果表明,知觉类别和概念类别能够支持与限制儿童早期的归纳,但这种支持和限制依赖于实验材料和儿童的经验。对类别支持与限制归纳的时间进程的研究结果表明,当采用单前提的类别归纳任务时,与基线任务相比,可归纳前提→基本水平类别任务和可归纳前提→上位水平类别任务都诱发了更小的P3,而且,可归纳前提→基本水平类别任务比可归纳前提→上位水平类别任务诱发了更小的P3；进一步将类别归纳分离为分类和属性归纳两个阶段,结果显示,在属性归纳阶段,可属性归纳任务比不可属性归纳任务诱发了更大的P3,在分类阶段,与类别归纳任务类似,可分类的三种任务之间差异显著,基线任务的分类诱发了最大的P3,可归纳前提→基本水平类别任务在分类阶段诱发了最小的P3。将可归纳的属性归纳任务与不可归纳属性任务进行比较,发现不同类别等级的可归纳与不可归纳的类别归纳任务在P3上有显著差异。这些研究结果较为一致的表明P3可能与类别对归纳的支持与限制密切相关。本研究也存在缺陷。研究首先从有限的角度对类别对归纳的支持与限制进行了研究。即使在这些有限的研究中,也存在大量的问题需要进一步研究。在儿童研究层面,没能阐明语言标签在儿童类别归纳中的作用。实验材料如何影响儿童早期的归纳仍然需要深入研究。在认知神经机制研究方面,首先只研究了单前提的下的类别等级结构对归纳的支持与限制,类别归纳中其他心理效应需要进一步研究。其次,研究的手段单一,未来可以采用fMRI等多元化的研究手段。最后,没有进一步研究类别支持和限制儿童归纳的神经机制。
[Abstract]:The support and limitation of category to induction is not only an important problem in the field of inductive reasoning, but also involves how to understand the concept formation and application of human beings. From two aspects of developmental psychology and cognitive neuroscience, this paper discusses the support and limitation of category to induction from the perspectives of language label effect of children in category induction and the time process of category induction, respectively. The results show that whether language labels, as category identities and distinctions, can promote the induction of children depends on experimental materials and children's experiences: 1) when experimental materials are familiar to children, And when experimental materials can fully induce children's corresponding knowledge, children mainly rely on concept categories to support and limit their induction. 2) when the experimental materials are abstract, Children at 5 years of age support and limit their induction mainly based on perceptual categories, while 11-year-olds support and restrict their inductions mainly based on conceptual categories. It is a turning point for children aged 7-8 years to support and restrict their induction. 3) when the experimental material is a realistic line drawing, But when these lines contain both familiar and unfamiliar categories to children, without language labels, children support and limit their induction mainly based on perceptual categories, and in the case of language labels, Children are mainly based on language labels to support and limit their induction. These results show that perceptual and conceptual categories can support and limit early induction in children, but this support and limitation depend on experimental materials and children's experiences. The results of a study on the time course of categorization support and limitation induction show that when a single premise is used for a category induction task, it is compared with the baseline task. The tasks of the basic level category and the upper level of the inducable premise have induced smaller P3s, and the tasks of the basic level category of the presupposition presuppositions are smaller than the tasks of the upper level categories of the inducable premises. The results show that, in the attribute induction stage, the attribute inductive task induces a larger P3 than the non-attribute inductive task, and in the classification stage, it is similar to the category induction task. The classification of baseline tasks induces the largest P3s, and the basic level tasks induce the smallest P3s in the classification stage. By comparing inductive attribute induction task with non-inductive attribute task, it is found that there are significant differences in P3 between inducable and uninductible category induction tasks of different class levels. These results indicate that P3 may be closely related to the support and limitation of categories for induction. There are also defects in this study. Firstly, the support and limitation of classification to induction are studied from the point of view of limitation. Even in these limited studies, there are still a large number of problems need to be further studied. At the child level, it failed to clarify the role of language labels in the induction of children's categories. How experimental materials affect early childhood induction still needs further study. In the aspect of cognitive neural mechanism, we only study the support and limitation of classification hierarchy under single premise, and other psychological effects in category induction need to be further studied. Secondly, the research method is single, and fMRI and other research methods can be used in the future. Finally, there is no further study of the neural mechanisms that support and limit children's induction.
【学位授予单位】：西南大学
【学位级别】：博士
【学位授予年份】：2011
【分类号】：B81

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