School of Psychology, University of New South Wales, Sydney, New South Wales 2052, Australia.
Dev Psychol. 2013 May;49(5):848-60. doi: 10.1037/a0028891. Epub 2012 Jun 11.
In 2 studies, the authors examined the development of the relationship between inductive reasoning and visual recognition memory. In both studies, 5- to 6-year-old children and adults were shown instances of a basic-level category (dogs) followed by a test set containing old and new category members that varied in their similarity to study items. Participants were given either recognition instructions (memorize study items and discriminate between old and new test items) or induction instructions (learn about a novel property shared by the study items and decide whether it generalizes to test items). Across both tasks, children made a greater number of positive responses than did adults. Across both age groups, a greater number of positive responses were made in induction than in recognition. The application of a mathematical model, called GEN-EX for generalization from examples, showed that both memory and reasoning data could be explained by a single exemplar-based process that assumes task and age differences in generalization gradients. These results show considerable developmental continuity in the cognitive processes that underlie memory and inductive reasoning.
在两项研究中，作者考察了归纳推理和视觉识别记忆之间关系的发展。在这两项研究中，5 至 6 岁的儿童和成人先观看了基本类别（狗）的实例，然后是一个测试集，其中包含与学习项目相似程度不同的新旧类别成员。参与者被给予识别指令（记住学习项目并区分新旧测试项目）或归纳指令（了解学习项目共有的新属性并决定它是否适用于测试项目）。在这两个任务中，儿童的正反应比成人多。在两个年龄组中，归纳任务的正反应比识别任务多。一个名为 GEN-EX 的数学模型（用于从示例中进行泛化）的应用表明，记忆和推理数据都可以用一个基于范例的单一过程来解释，该过程假设了泛化梯度在任务和年龄上的差异。这些结果表明，记忆和归纳推理所依据的认知过程具有相当大的发展连续性。
