小学儿童两维空间方位传递性推理能力的发展

研究了小学儿童两维空间方位传递性推理能力的发展水平及认知策略,同时,对心理模型理论进行了检验。被试为城市中等小学7岁、9岁、11岁儿童各24名，男女各半。单模型和双模型两种实验任务均为四前提。采用个别实验，儿童在前提呈现的情况下进行推理。主要研究结果：（1）7岁儿童开始萌发了两维空间方位传递性推理能力，9岁儿童和11岁儿童的推理能力处于发展和提高过程中；（2）随着年龄增长，使用模型建构策略解决问题的儿童人次越来越多，绝大部分11岁儿童都能使用这一策略进行推理。但即使儿童使用了模型建构策略，他们的推理成绩也没有反映出模型数量所造成的任务难度差异，即不符合心理模型理论关于模型数量的主要预期；（3）即使儿童能自发生成模型建构策略，儿童在两维空间方位传递性推理中使用这一策略的有效性程度并不高。

DEVELOPMENT OF THE TWO-DIMENSIONAL SPATIAL TRANSITIVE REASONING ABILITY OF PRIMARY SCHOOL CHILDREN

The purpose of the study was to investigate the development of elementary schoolers in two-dimensional spatial transitive inference and analyze the strategies children used during reasoning. At the same time, the mental model theory was examined. 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 individually. The methodology of the study was characterized by qualitative and quantitative analyses. The results showed that: (1) Children's ability of the two-dimensional spatial transitive reasoning increased significantly. The 7-year-olds had begun to bourgeon this kind of reasoning ability, and the 9- and 11-year-olds were in the process of increasing fast; (2) More and more children used the model constructing strategy to resolve problems with age. Most of the 11-year-olds were able to use it. Even if children had used the model constructing strategy, the difference among task difficulty caused by the number of models wasn't reflected by their reasoning performance; (3) Even if children had used the model constructing strategy, the ability of using this strategy effectively was not high.