Chen Z, Daehler M W
Department of Psychology, University of Kentucky, Lexington 40506-0044.
J Exp Child Psychol. 1992 Jun;53(3):237-57. doi: 10.1016/0022-0965(92)90038-8.
The consequences of two key features of causal structure in source stories, intention and positive outcome, for analogical transfer were examined in kindergarten and second graders. In Experiment 1, children received either structure-complete, structure-incomplete, or irrelevant source stories. Structure-incomplete stories lacked either the intention to solve a problem (a goal-directed component), evidence of a successful consequence (an outcome-related component), or both as part of the solution activity described in source stories. Evidence for transfer was obtained for second graders when a goal-directed component, and to a lesser extent, an outcome-related component were connected to the solution action in source stories. Differences among conditions for kindergartners were less evident, although they revealed a pattern of performance similar to the second graders. A second experiment was conducted to determine whether memory and an orientation to use the source story information might account for these findings. Efforts to ensure memory for and hints to use information in the source stories, however, did not benefit solution transfer when intention and positive outcome were absent. These results suggest that a complete causal structure, including goal and outcome, in source stories augments transfer in young children by promoting mapping of the analogical relationship between source stories and the target problem.
针对源故事中因果结构的两个关键特征——意图和积极结果对类比迁移的影响，研究人员对幼儿园儿童和二年级学生进行了考察。在实验1中，孩子们分别收到结构完整、结构不完整或不相关的源故事。结构不完整的故事缺少解决问题的意图（一个目标导向成分）、成功结果的证据（一个与结果相关的成分），或者在源故事中描述的解决活动中这两者都缺失。当目标导向成分以及在较小程度上与结果相关的成分与源故事中的解决行动相关联时，二年级学生出现了迁移证据。幼儿园儿童在不同条件下的差异不太明显，尽管他们表现出了与二年级学生相似的表现模式。进行了第二项实验，以确定记忆和使用源故事信息的倾向是否可以解释这些发现。然而，当缺少意图和积极结果时，确保对源故事信息的记忆以及提示使用这些信息的努力并没有促进解决问题的迁移。这些结果表明，源故事中完整的因果结构，包括目标和结果，通过促进源故事与目标问题之间类比关系的映射，增强了幼儿的迁移能力。
