小学儿童在不同刺激材料中的左右空间方位传递性推理能力及策略分析

采用定性和定量相结合的研究方法,从图形刺激材料和文字刺激材料入手,探查了7岁、9岁、11岁儿童的一维空间方位传递性推理能力的发展水平及其认知策略。主要研究结果表明:(1)小学儿童的一维空间方位传递性推理能力从7岁到9岁,从9岁到11岁都有显著性提高。7岁儿童处于能力的初步形成期,9岁儿童是能力的提高和发展期,11岁儿童已基本具有了一维空间方位单模型条件下的传递性推理能力;(2)小学儿童在图形刺激材料条件下的推理成绩显著优于文字刺激材料条件下的推理成绩;(3)前提数量的增加没有对小学儿童的推理造成显著性影响;(4)随着儿童年龄的增长,模型建构策略的使用者越来越多,但在图形刺激材料和文字刺激材料下,儿童解决问题的策略有所不同。在图形刺激材料下,大部分7岁和9岁的儿童采用知觉策略,11岁儿童中只有少部分人使用这一策略。在文字刺激材料下,模型建构策略是儿童推理的主要策略。少部分7岁儿童使用模型建构策略,大部分9岁儿童和绝大部分11岁儿童使用模型建构策略来解决问题。

The Spatial Transitive Reasoning Ability and Strategies Analysis of Primary School Children Under Different Experimental Materials

The purpose of the study was to investigate the development of elementary schoolers in spatial transitive inference and analyze the strategies children used during reasoning. The participants were 72 children randomly selected from one middle level primary school including three groups aged 7,9 and 11with half boys and half girls in each group.The tests were carried out individualy.The methodology of the study was characterized by qualitative and quantitative analysis. The results showed that:(1)Children's ability of the spatial transitive reasoning increased significantly.The 7 year olds developed this kind of reasoning ability,and the 9 and 11 year olds had preliminarily possessed the ability;(2)The experimental materials had an effect on children's transit ive inference.Children's performance of figure materials was better than that of word materials;(3)The increasing of number of premises has no effect on children's transitive inference;(4)Children using the model constructing strategy to resolve problems became more and more with age.Nearly all 11 year olds were able to use it.