类别对归纳的支持与限制

【作者】 龙长权；

【导师】 李红；

【作者基本信息】 西南大学 ， 发展与教育心理学， 2011， 博士

【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。更多还原

【Abstract】 The issue that how category support and constrain induction is the central question in the studies of inductive reasoning, furthermore, the issue is related to the question that how human learn and use category. In the present study, development and cognitive neuroscience methods were used to investigate how category was the range of induction, by focusing on discuss the labeling effects in children and the time course of category-based induction. The data of the studies on labeling effects showed that:1) When the materials used in the experiments were familiar to children and were benefited to evoke children’s knowledge, the conceptual categorization could support children’s induction in early age;2) When the materials were unfamiliar and unidentifiable,4-5 years old would use perceptual category to support their induction,11-year-olds would use conceptual category to make their decision,7-8 years old were transitional;3) When the materials were realistic drawings but included unfamiliar objects, labels which would be as the index of category would facilitate children’s conceptually-based induction.According to these findings, we suggested that children could use perceptual and conceptual category to support or constrain their induction. When and how children selected perceptual or conceptual category to support or constrain their induction relied on the materials, the experiences of children.In the ERPs studies of category-based induction, the data showed that:1) When the processes of categorization and properties induction were executed at the same time in the category-based induction task, comparing with the base task, inductive-able premise→basic level category task and premise→super-ordinate level category task evoked smaller P3, and inductive-able premise→basic level category task evoked more smaller P3 than inductive-able premise→super-ordinate level category task;2) When the processes of categorization and properties induction were executed separately, in the process of properties induction, inductive-able task evoked larger P3 than inductive-unable task; in the process of the categorization, premise→basic level category task evoked smallest P3 and base task evoked largest P3; 3) When the processes of categorization and properties induction were executed at the same time in the category-based induction task, there were significant differences on P3 between inductive-able tasks with inductive-unable tasks.The results showed that P3 were significant related to the category-based induction, specially related to the processes of the support or constrain of the category in category-based induction.Several issues were unresolved. Firstly, in the developmental studies, the role of the labels was unclear, and the influence of the materials in the induction need further discussed. Second, the time process of other kinds of category-based tasks could be investigated in the further. Third, more methods in neuro-cognitive science could be used to discuss the processed of category-based induction in brain. Finally, developmental neuro-science studies may be executed.更多还原