眼见为实：视觉线索在儿童规则知识与规则运用分离中的作用。
When seeing is knowing: the role of visual cues in the dissociation between children's rule knowledge and rule use.
机构信息
Department of Psychology, University of Iowa, Iowa City, IA 52242, USA.
出版信息
J Exp Child Psychol. 2012 Mar;111(3):561-9. doi: 10.1016/j.jecp.2011.11.005. Epub 2011 Dec 15.
The Dimensional Change Card Sort (DCCS) task requires children to switch from sorting cards based on shape or color to sorting based on the other dimension. Typically, 3-year-olds perseverate, whereas 4-year-olds flexibly sort by different dimensions. Zelazo and colleagues (1996, Cognitive Development, 11, 37-63) asked children questions about the postswitch rules and found an apparent dissociation between rule knowledge and rule use, namely that 3-year-olds demonstrate accurate knowledge of the postswitch rules despite sorting cards incorrectly. Here, we show that children's success with these questions is grounded in their use of available visual cues; children who fail sorting use the target cards to correctly answer questions, and when the cards are unavailable they guess. This suggests that there might not be a dissociation between children's rule knowledge and rule use in the DCCS.
维度改变卡片分类任务（DCCS）要求儿童根据形状或颜色进行卡片分类，转换为根据另一维度进行分类。通常，3 岁儿童会固执己见，而 4 岁儿童则能灵活地按照不同维度进行分类。Zelazo 等人（1996，认知发展，11，37-63）向儿童提出有关转换后规则的问题，发现规则知识和规则使用之间存在明显的分离，即 3 岁儿童尽管对卡片进行了不正确的分类，但表现出对转换后规则的准确认识。在这里，我们表明，儿童对这些问题的成功回答基于他们对可用视觉线索的使用；无法成功进行分类的儿童使用目标卡片正确回答问题，而当卡片不可用时，他们就进行猜测。这表明，在 DCCS 中，儿童的规则知识和规则使用之间可能没有分离。
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