Tunteler Erika, Resing Wilma C M
Faculty of Social Sciences, Department of Psychology, Leiden University, The Netherlands.
Br J Educ Psychol. 2007 Mar;77(Pt 1):43-68. doi: 10.1348/000709906X96923.
Various studies on analogical problem solving have shown that children can be taught to use analogies within a single session, but it is not known whether they can be taught a strategy for using analogical problem solving that persists over a period of time.
Our study focused on the effects of prior assistance in analogy use on children's unprompted analogical problem solving over time.
Participants were 144, 5- to 7-year-old children from kindergarten and grade 1.
A four-session microgenetic procedure was used. A number of children were given assistance in using analogies 1 week before the experiment started. Their analogy use over time was examined and compared with peers without such experiences.
The results indicate that prior assistance in using analogies has a beneficial effect, which may last for several weeks, on analogical problem solving in children aged 6-7 years or even younger. The study also showed the use of analogies in the absence of instructions, and variability in task behaviour in all groups. Since these findings may have implications for instructional practice, the authors recommend a novel study in an educational environment and with tasks from a more educational domain.
关于类比问题解决的各种研究表明，儿童可以在单次课程中被教导使用类比，但尚不清楚他们是否可以被教导一种在一段时间内持续使用类比问题解决的策略。
我们的研究关注类比使用中的前期辅助对儿童随时间推移自发进行类比问题解决的影响。
参与者为144名来自幼儿园和一年级的5至7岁儿童。
采用了一个四阶段的微观发生程序。一些儿童在实验开始前1周得到了类比使用方面的帮助。对他们随时间推移的类比使用情况进行了考察，并与没有此类经历的同龄人进行了比较。
结果表明，类比使用方面的前期辅助对6至7岁甚至更小的儿童的类比问题解决具有有益影响，这种影响可能持续数周。该研究还展示了在没有指导的情况下类比的使用，以及所有组在任务行为上的变异性。由于这些发现可能对教学实践有影响，作者建议在教育环境中并使用来自更具教育性领域的任务进行一项新的研究。
