Richland Lindsey E, Morrison Robert G, Holyoak Keith J
Department of Education, University of California, Irvine, 92697, USA.
J Exp Child Psychol. 2006 Jul;94(3):249-73. doi: 10.1016/j.jecp.2006.02.002. Epub 2006 Apr 19.
We explored how relational complexity and featural distraction, as varied in scene analogy problems, affect children's analogical reasoning performance. Results with 3- and 4-year-olds, 6- and 7-year-olds, 9- to 11-year-olds, and 13- and 14-year-olds indicate that when children can identify the critical structural relations in a scene analogy problem, development of their ability to reason analogically interacts with both relational complexity and featural distraction. Error patterns suggest that children are more likely to select a distracting object than to make a relational error for problems that present both possibilities. This tendency decreases with age, and older children make fewer errors overall. The results suggest that changes in analogical reasoning with age depend on the interplay among increases in relational knowledge, the capacity to integrate multiple relations, and inhibitory control over featural distraction.
我们探究了场景类比问题中关系复杂性和特征干扰如何影响儿童的类比推理表现。针对3至4岁、6至7岁、9至11岁以及13至14岁儿童的研究结果表明，当儿童能够识别场景类比问题中的关键结构关系时，他们的类比推理能力发展与关系复杂性和特征干扰均相互作用。错误模式表明，对于同时存在这两种可能性的问题，儿童更有可能选择一个具有干扰性的物体，而不是犯关系错误。这种倾向随着年龄增长而降低，年龄较大的儿童总体上犯错较少。结果表明，类比推理随年龄的变化取决于关系知识的增加、整合多种关系的能力以及对特征干扰的抑制控制之间的相互作用。
