Carmichael C A, Hayes B K
Department of Psychology, University of Newcastle, Callaghan NSW, Australia.
Child Dev. 2001 Jul-Aug;72(4):1071-90. doi: 10.1111/1467-8624.00335.
Three experiments examined how children's domain knowledge and observation of exemplars interact during concept acquisition and how exposure to novel exemplars causes revision of such knowledge. In Experiments 1 (N = 126) and 2 (N = 64), children aged 4 to 10 years were shown exemplars of fictitious animal categories that were either unrelated to, or consistent with, their prior knowledge in 25% or 75% of presented exemplars. In Experiment 3, children (N = 290) saw fictitious animal, artifact, or unfamiliar social categories that were either consistent or inconsistent with their prior knowledge in 20%, 40%, 60%, or 80% of exemplars. In the test, children made judgments about the likely co-occurence of features. In all experiments, prior knowledge and exemplar observation independently influenced children's categorization judgments. Utilization of prior knowledge was consistent across age and domain, but 10-year-olds were more sensitive to observed feature covariation. Training with larger categories increased the impact of observed feature covariation and decreased reliance on prior knowledge.
三项实验研究了儿童的领域知识与示例观察在概念习得过程中是如何相互作用的，以及接触新示例如何导致此类知识的修正。在实验1（N = 126）和实验2（N = 64）中，向4至10岁的儿童展示了虚构动物类别的示例，这些示例在25%或75%的呈现示例中与他们的先验知识无关或一致。在实验3中，儿童（N = 290）看到了虚构的动物、人工制品或不熟悉的社会类别，这些类别在20%、40%、60%或80%的示例中与他们的先验知识一致或不一致。在测试中，儿童对特征可能的同时出现进行判断。在所有实验中，先验知识和示例观察独立影响儿童的分类判断。先验知识的运用在年龄和领域上是一致的，但10岁的儿童对观察到的特征共变更敏感。用更大的类别进行训练增加了观察到的特征共变的影响，并减少了对先验知识的依赖。
