关系语言对学前儿童类比推理的影响

发布时间：2018-06-03 17:35

本文选题：类比推理 + 认知　；参考：《河南大学》2014年硕士论文

【摘要】：人类为什么比其他物种聪明？就是因为人类有类比推理能力和语言。关系语言(relational language)是一种能帮助儿童关注共同的关系和排列两种结构的代表性工具，它可以提供一些表征工具以便建构知识，也可以扩大结构排列与映射的能力。通过类比抽取关系然后通过语言保持关系的过程可以提高学习以及创造结构符号表征，这对于较高层次的认知都非常重要。本文从类比推理的概念开始梳理相关研究，阐述了类比推理发展的主要理论和影响因素，同时介绍了关于儿童类比推理已有的研究。并在前人研究的基础上，进一步探索关系语言在交互映射情况下对儿童类比推理的影响，以及存在干扰因素条件下关系语言对儿童类比推理的影响。本研究一共包括两个实验，以学前儿童（3.5岁、4.5岁和5.5岁）为研究被试，采用了纸笔测试。实验任务要求儿童在类比推理作业中作出关系选择，最后，记录和分析不同年龄段儿童关系选择的成绩。本文分别设计两个实验，来研究关系语言对儿童类比推理的影响。实验一采用2（4.5岁和5.5岁）×2（关系语言和中性语言）两因素被试间设计。自变量为儿童年龄和语言类型，因变量为作出关系选择的成绩，来探讨关系语言在交互映射情况下对儿童类比推理的影响。实验二采用了2（3.5岁和4.5岁）×2（关系语言和中性语言）×3（无干扰因素、表面干扰因素和交互映射干扰因素）三因素混合设计，其中儿童年龄大小和语言类型为被试间变量，干扰因素类型为被试内变量，因变量为儿童作出关系选择的成绩，来探讨存在不同干扰因素条件下关系语言对儿童推理的影响。两个实验得到结论如下：（1）3.5岁儿童已经具备了一定的类比推理的能力，但是这种能力还是比较差的，当3.5儿童听到关系语言提示时，对他们的推理成绩有较大提高。（2）类比推理能力随儿童年龄的增长而提高，年龄大的儿童较年龄小的儿童，，在同等条件下作出更多的关系选择。（3）当儿童获得关系语言的描述时，他们能克服物体表面相似性的干扰，从而集中注意力到关系匹配上，做出正确的关系选择。当儿童听到中性语言时，他们会倾向于选择具有表面相似性的选项。（4）无干扰因素和外部干扰因素对儿童类比推理的影响要小于交互映射条件下的影响，而且关系语言对儿童在交互映射条件的类比推理的帮助最为明显。
[Abstract]:Why are humans smarter than other species? Because human beings have analogical reasoning and language. Relational language is a representative tool that helps children to focus on common relationships and to arrange two structures. It can provide some representation tools to build knowledge, and also to expand the ability of structural arrangement and mapping. Force. Extraction of relationships through analogies and the process of maintaining relationships through language can improve learning and create structural symbol representation, which is very important for higher level of cognition.
This paper begins with the concept of analogical reasoning, expounds the main theories and influencing factors of the development of analogical reasoning, and introduces the existing research on the analogical reasoning of children. On the basis of previous studies, we further explore the influence of relational language on the analogical reasoning of children under interactive mapping and the existence of interference. This study included two experiments in which preschool children (3.5 years old, 4.5 years old and 5.5 years old) were used as research subjects, and paper and pen tests were used. The experimental task required children to make relationship selection in analogical reasoning, and finally, to record and analyze the relationship selection of children of different ages. Performance.
In this paper, two experiments were designed to study the influence of relational language on children's analogical reasoning. Experiment one was designed with two factors (4.5 and 5.5 years old) * 2 (relation language and neutral language). The independent variables were children's age and language type, and the variable was the result of the relationship selection, to discuss the relationship language in the interactive mapping. Effect on analogical reasoning of children. Experiment two used 2 (3.5 and 4.5 years old) x 2 (relation language and neutral language) x 3 (no interference factor, surface disturbance factor and interaction mapping interference factor) three factors, in which the age size and language type of children were the intertest variables, the type of interference factors was the internal variable, and the dependent variable was the dependent variable. The results of children's choice of relationship to explore the impact of relational language on children's reasoning under different interference factors.
The results of the two experiments are as follows:
(1) 3.5 years old children have a certain ability of analogical reasoning, but this ability is still relatively poor. When 3.5 children hear the related language hints, their reasoning results are greatly improved.
(2) the ability of analogical reasoning increases with the increase of children's age. Older children have more choices of relationships under the same conditions than younger children.
(3) when children get the description of the relational language, they can overcome the interference of the surface similarity of the object, so that they focus on the relationship matching and make the correct relationship choice. When children hear neutral language, they tend to choose the option with surface similarity.
(4) the influence of non interference factors and external interference factors on children's analogical reasoning is less than the influence of interactive mapping, and the relationship language is most helpful to children's analogical reasoning in the interaction mapping condition.
【学位授予单位】：河南大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：B844.1

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