DeLoache Judy S, Simcock Gabrielle, Marzolf Donald P
Psychology Department, University of Virginia, Charlottesville, VA 22904-4400, USA.
Child Dev. 2004 Nov-Dec;75(6):1708-18. doi: 10.1111/j.1467-8624.2004.00811.x.
Cumulative experience with a variety of symbolic artifacts has been hypothesized as a source of young children's increasing sensitivity to new symbol-referent relations. Evidence for this hypothesis comes from transfer studies showing that experience with a relatively easy symbolic retrieval task improves performance on a more difficult task. Significant transfer was found for the 2(1/2)-year-old children in the 3 studies reported here, even with relatively low levels of contextual support (according to the taxonomy of transfer by Barnett & Ceci, 2002). Transfer occurred even though the 2 tasks were encountered in very different settings and there was a prolonged (1-week) delay interval between them. Transfer also occurred to a much more difficult task (one that even 3-year-olds typically fail).
有假设认为，对各种符号制品的累积体验是幼儿对新符号-指称关系敏感度不断提高的一个来源。这一假设的证据来自迁移研究，这些研究表明，在相对简单的符号检索任务上的体验能提高在更困难任务上的表现。在本文报道的3项研究中，发现2岁半的儿童有显著的迁移，即使情境支持水平相对较低（根据Barnett和Ceci于2002年提出的迁移分类法）。即使这两项任务是在非常不同的情境中遇到的，并且它们之间有较长的（1周）延迟间隔，迁移仍然发生。迁移也发生在一个困难得多的任务上（即使是3岁的儿童通常也会失败的任务）。
