Moore David S, Cocas Laura A
Department of Psychology, Pitzer College, Claremont, CA 91711, USA.
Dev Psychol. 2006 Jul;42(4):666-78. doi: 10.1037/0012-1649.42.4.666.
Two studies of 5-month-old infants explored whether a phenomenon reported by K. Wynn (1992) reflects a familiarity preference instead of a mathematical competence. Experiment 1 was a conceptual replication of Wynn's study. When data were analyzed with the relatively liberal statistical approach used by Wynn, the original phenomenon was replicated. However, an analysis of variance revealed that girls and boys behaved in different ways, and that boys did not behave as Wynn would have predicted. Experiment 2 was identical to Experiment 1, with one exception that should not have influenced computation: Infants in this study were completely familiarized with the test displays before testing. Again, the data revealed an interaction involving sex: Boys tended to be influenced by their familiarity with the test displays, whereas girls tended to behave as Wynn would have predicted. These findings are discussed with reference to the literature on sex differences--specifically the finding that male infants are typically immature relative to their female peers--as well as to articles that have been critical or supportive of Wynn's conclusions.
两项针对5个月大婴儿的研究探讨了K. 韦恩（1992年）所报告的一种现象是否反映了一种熟悉度偏好而非数学能力。实验1是对韦恩研究的概念性复制。当使用韦恩所采用的相对宽松的统计方法对数据进行分析时，原始现象得以复制。然而，方差分析显示，女孩和男孩的行为方式不同，而且男孩的行为并非如韦恩所预测的那样。实验2与实验1完全相同，唯一的例外不应影响计算：本研究中的婴儿在测试前对测试展示完全熟悉。同样，数据显示存在涉及性别的交互作用：男孩往往会受到他们对测试展示熟悉程度的影响，而女孩的行为则往往如韦恩所预测的那样。将结合关于性别差异的文献——特别是男婴相对于女同龄人通常发育不成熟这一发现——以及对韦恩结论持批评或支持态度的文章来讨论这些发现。
