学前儿童对“知道”和“会”的认知

72名3至5岁儿童接受了陈述性知识和程序性知识的学习任务，探查他们在获得新知识前后对自己是否“知道”和 “会”的认知和知识获取方式的认知 。结果显示，有部分学前儿童在不知道或不会的情况下报告自己“知道”或“会”，对自己的判断倾向于作出肯定回答；在学习新知识之后，学前儿童对自己是否“知道”的认识要比是否“会”的认知准确；儿童对陈述性知识的获取方式的认识好于程序性知识，3岁儿童对知识获取方式的认识存在困难。

PRESCHOOLER'S UNDERSTANDING OF "KNOWING THAT" AND "KNOWING HOW"

72 three- to five-year-old children were asked about their knowledge states at various points during two types of learning tasks. One was a declarative knowledge task about the contents of a set of drawers and the other was a procedural knowledge task about how to perform simple tricks. In both tasks, subjects were exposed to the knowledge in one of two ways – by seeing and being told about it. Their understanding of “knowing that” and “knowing how” before and after being exposed to the new knowledge, as well as identifying how they learned the knowledge, were the focus of investigation. Before accessing the new knowledge, some subjects in each age group (3-, 4-, and 5-year-olds) reported they “know” when they did not know at all. After exposure to the knowledge, children’s understanding of “knowing that” was better than “knowing how.” For identifying sources, 3-year-olds had great difficulty, whereas older children performed much better, with children in all age groups identifying the sources by which they were exposed to the declarative knowledge tasks better than those for the procedural knowledge tasks.