| 分心抑制和关系整合对学前儿童类比推理的影响 |
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| 引用本文： | 于晓,王红梅,陈英和,刘瑞曙,韩瑽瑽,韩敏,张涵,刘静. 分心抑制和关系整合对学前儿童类比推理的影响[J]. 心理发展与教育, 2020, 36(4): 385-393. DOI: 10.16187/j.cnki.issn1001-4918.2020.04.01 |
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| 作者姓名： | 于晓 王红梅 陈英和 刘瑞曙 韩瑽瑽 韩敏 张涵 刘静 |
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| 作者单位： | 1. 北京师范大学心理学部发展心理研究院, 北京 100875;2. 山东省烟台市牟平区五里头小学, 烟台 264100;3. 山东省烟台高新技术产业开发区第三实验小学, 烟台 264000;4. 山东师范大学心理学院, 济南 250358;5. 北京明天幼稚集团, 北京 100191;6. 山东省威海市文登区龙港实验幼儿园, 威海 264400 |
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| 基金项目： | 国家社科基金重大项目（14ZDB160）；山东省高等学校人文社会科学计划项目（J15WC01）；山东师范大学教学改革研究项目（2018M49）。 |
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| 摘 要： | 为探究分心抑制和关系整合对学前儿童类比推理的影响，实验一先初步探究分心抑制和关系整合对25名3~4岁和26名5~6岁儿童完成含有知觉分心的类比情景任务的影响。其次，揭示知觉分心与关系整合在类比推理中的具体作用模式。实验二先初步探究分心抑制和关系整合对30名3~4岁和28名5~6岁儿童完成含有语义分心的类比情景任务的影响。其次，揭示语义分心与关系整合在类比推理中的具体作用模式。结果表明，抑制控制能显著预测儿童完成各种类型类比推理成绩，工作记忆能显著预测儿童完成含有语义分心的类比推理成绩而不能显著预测含有知觉分心的类比推理成绩。儿童完成类比情景中的分心抑制是在关系整合中完成的，当类比情景中的关系整合没有超过儿童的工作记忆容量时，知觉或语义分心才能造成对儿童类比推理的影响。
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| 关 键 词： | 学前儿童 类比推理 分心抑制 关系整合 |
The Role of Distractor Inhibition and Relational Integration in Preschool Children's Analogical Reasoning |
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| YU Xiao,WANG Hongmei,CHEN Yinghe,LIU Ruishu,HAN Congcong,HAN Min,ZHANG Han,LIU Jing. The Role of Distractor Inhibition and Relational Integration in Preschool Children's Analogical Reasoning[J]. Psychological Development and Education, 2020, 36(4): 385-393. DOI: 10.16187/j.cnki.issn1001-4918.2020.04.01 |
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| Authors: | YU Xiao WANG Hongmei CHEN Yinghe LIU Ruishu HAN Congcong HAN Min ZHANG Han LIU Jing |
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| Affiliation: | 1. School of Developmental Psychology, Faculty of Psychology, Beijing Normal University, Beijing 100875;2. Wulitou Primary School of Muping Zone, Yantai 264100;3. The Third Experimental Primary School of Yantai High-tech Industrial Development Zone, Yantai 264000;4. School of Psychology, Shandong Normal University, Jinan 250358;5. Beijing Tomorrow Kindergarten Group, Beijing 100191;6. Weihai Wendeng Longgang Experimental Kindergarten, Weihai 264400 |
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| Abstract: | To explore the contribution of distractor inhibition and relational integration on preschool children’s analogical reasoning, taking into account both kinds of distractors (perceptual distractor and semantic distractor) and further compared the interactive pattern of distractor inhibition and relational integration. The current study adopted the Chuderska & Chuderski (2014)’s scene analogy task. In experiment 1, we recruited 25 3-and 4-year-olds and 26 5-and 6-year-old children to complete inhibitory control task, working memory task and analogical reasoning tasks involving perceptual distraction. At the same time, we investigated the interactive mechanism of perceptual distraction and relational integration in children’s analogical reasoning. In experiment 2, we recruited 30 3-and 4-year-olds and 28 5-and 6-year-old children to complete inhibition control task, working memory task and analogical reasoning tasks involving semantic distraction. At the same time, we investigated the interactive mechanism of semantic distraction and relational integration in children’s analogical reasoning. The results of both experiments showed that inhibitory control can significantly predict children’s performance on various types of analogical reasoning tasks. Working memory can significantly predict children’s performance on analogical reasoning task with semantic distractors. We also found that for children, the disruptive effect of distractor was larger in unary relation condition than binary relation condition. It seems that for children, relational integration was the first constraint in the development of analogical reasoning. |
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| Keywords: | analogical reasoning distractor inhibition preschool children relational integration |
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