儿童时间认知研究范式：困境与超越

西方实证主义导引下的儿童时间认知研究范式在取得丰硕成果的同时也渐入困境。以四种常见范式为突破口凝炼，困境是：(1)钟表时间认知范式能否涵盖儿童时间认知的全部内容；(2)各范式的使用与不同时间思维间能否有效适配；(3)共同量值系统(common magnitude system, CMS)能否从行为层面为儿童时间认知作出根源性解释；(4)在暂未发现成人时间认知特定脑机制的前提下，儿童时间认知脑机制的探索有多大的必要性与可行性等。诸困境折射出学界对儿童“经验”、“线性”时间的斜重；对“观念”、“周期性”时间的慢轻。中国时文化讲求以时间统摄空、物、人四者为一体，未来研究可将儿童时间认知归置于“时间-事件”背景之中，从具身情境、人际互动、时间言语习得与行为管控等方面超越。

Research Paradigms of Children's Time Cognition: Dilemma and Transcendence

The research on children's time cognition under the guidance of western positivism is not only fruitful but also limited to predicament. Four common research paradigms are taken as breakthrough points to conclude and the dilemmas are mainly reflected in:(1) whether the cognitive paradigms of clock time can cover all the contents of time thinking; (2) Whether the use of various paradigms can be effectively adapted to the different time thinking; (3) Whether the "common magnitude system" can provide a root explanation for children's time cognition from the behavioral perspective; (4) How necessary and feasible is it to explore the brain mechanism of children's time cognition on the premise of not discovering a specific brain mechanism of time processing in adults. These difficulties reflect the inclined weight of children's "empirical" and "linear" time made by previous researchers, so did the undervaluation of "conceptual" and "cyclical" time. Chinese "time" culture emphasizes the integration of time to capture space, objects and people. Future research can incorporate children's time cognition into the background of "time-event", and transcend the above-mentioned difficulties in terms of embodied situations, interpersonal interactions, behavior control and other aspects.