【作者】 李富洪；

【导师】 李红；

【作者基本信息】 西南师范大学 ， 发展与教育心理学， 2005， 硕士

【摘要】 从已经(或当前)观察到的现象推及即将观察到的未知现象的心理活动过程就是归纳推理的过程。一般来说,归纳推理有两种基本形式,一种是从特殊(或个别)到一般的推理,如,麻雀的肝脏具有X物质,老鹰的肝脏具有X物质,/所以,所有鸟类的肝脏具有X物质;而另一种形式则是从特殊到特殊的推论,如,麻雀的肝脏具有X物质,/所以老鹰的肝脏具有X物质。 近年来,关于幼儿归纳推理的研究大多都集中在从特殊到特殊的归纳推理形式上。在这些研究的基础上,本实验所研究的目的是考察人们将先前观察到的A物体具有的特征扩展到未知的B物体上的心理过程,尤其是面对具有多重属性的物体时,我们会得到物体的若干知觉信息、语言标签信息、生物或物理特征等多重信息,在此情况下,我们是基于哪些信息进行归纳推理?这种归纳推理又是如何进行的?本研究的重点是研究在幼儿归纳推理中颜色信息与质地信息的相对作用。设计了三个实验任务,探讨物体颜色与质地相似度对140名4-6岁幼儿和40名成年人的归纳推理的影响。结果发现,在任务1中,当物体质地相同时,幼儿和成年人倾向于选择与靶物体在颜色上更接近的物体;在任务2中,当物体颜色相同时,幼儿和成年人倾向于选择与靶物体在质地上更接近的物体;在任务3中,当提供的测试物体既在颜色上,又在质地上接近靶物体时,质地相似度对4岁幼儿影响最大,他们更多地依赖于质地而较少地依赖于颜色的相似进行归纳推理,而颜色相似度在5岁时的重要性相对较高,但仍略低于质地相似性,在6岁时颜色相似性的相对重要性依然低于质地相似性,但差异不显著;对成年人而言,质地和颜色的相对重要性几乎相当。研究结果表明,不同年龄段的幼儿,在归纳推理过程中对不同知觉信息的采摘倾向是不同的。更多还原

【Abstract】 Induction is the process of making inferences about future event from the available information at time. Generally, there are two kinds of induction, one is the process of making inferences from one object to another object, for example, Sparrows have X substance, so owls have X substance; The other is the process of making inferences from one or more specific objects to a category which include the specific objects. For example, Sparrows have X substance, owls have X substance, so all birds have X substance. In this sense, induction is the process by which new knowledge comes into human’s mind and by which new discovery comes into the world.Recently, the developmental researches on induction focus on the process of making inferences from one object to another object. On the basis of previous researches, this paper examined the influence of visual and tactile information on young child Induction. In three tasks, a total of 140 children were presented with target objects with two kinds of property, one is color, the other is texture. Followed by test objects that varied in color similarity or texture similarity or both to the target. When objects were not presented with texture difference, children generalized the containing property to test objects that were highly similar in color (Task 1). When objects were not presented with color difference, children generalized the containing property to test objects that were highly similar in texture (Task 2). When objects were presented with both color and texture similarity (Task 2), 4 years olds generalized the properties to those objects that were high similar in texture, regardless of color similarity; on the contrary, 5 years olds and 6 years olds relied both on color similarity and texture similarity to generalize properties.更多还原