小学儿童对日常生活事件时间关系推理能力的初探

探查小学儿童对含有“在什么之前”“同时”日常生活事件时间关系的推理发展过程及其影响因素。被试为7岁、9岁、11岁3个年龄组共54名小学儿童,每个年龄组18人。4种问题模式分别为带有传递关系的单模型问题、带有无关前提的单模型问题、含两个前提的单模型问题、有肯定答案的多模型问题。每种问题模式含3种具体探察任务。主要研究结果表明：在本实验条件下,（1）儿童对事件时间顺序关系的推理从7岁到9岁有快速发展的趋势;（2）单模型和多模型任务无显著差异,模型数量似乎不是影响儿童推理成绩的关键因素;（3）儿童能够主动采用5种策略解决问题。逆向关系传递策略是问题解决的有效策略。

TEMPORAL REASONING ON DAILY EVENTS IN PRIMARY SCHOOL PUPILS

The purpose of this study is to explore the process of children's reasoning based on temporal relations with premises contained "before" and "while" and the factors that affected children's performances. Total 54 pupils aged from 7 to 11 from primary schools participated voluntarily in the experiments. The subjects were divided into three age groups equally. The tests were carried out individually. Four types of problems were constructed in the following way: One-model problem based on four premises with transitive relation; One-model problem based on four premises with irrelevant first premise; One-model problem based on two premises; Multiple-model problem based on four premises. The results showed that: (1) The performances of temporal reasoning on daily events made much progress from the 7 years olds to the 9 years olds; (2) There were no significant differences between one-model problem and multiple-model problem, the number of models seemed not to be a crucial factor affecting children's temporal reasoning; (3) Children made reasoning actively with 5 strategies in which the strategy of transmission with reversal relations was more efficient.