Sodian B, Schneider W
Institut für empirische Pädagogik, University of Munich, West Germany.
Child Dev. 1990 Jun;61(3):697-704.
4-6-year-old children's understanding of cognitive cuing was studied in 2 experiments using a strategic interaction paradigm. Children could fool a competitor by hiding targets in locations that were labeled with semantically weakly associated cues and help a cooperative partner by hiding them in semantically highly associated locations. Very few 4-year-olds, half the 5-year-olds, and almost all 6-years-olds appropriately chose semantically highly vs. weakly associated hiding places to make the targets easy vs. difficult to find. The second experiment showed that 4-year-olds did not strategically manipulate cues as sources of information, although they themselves proficiently used them as such in a search task. These findings are discussed with regard to research on children's developing understanding of origins of knowledge and belief and with regard to recent claims that young preschoolers possess a metacognitive understanding of cognitive cuing.
在两项实验中，采用策略互动范式对4至6岁儿童对认知线索的理解进行了研究。儿童可以通过将目标藏在语义关联较弱的线索所标记的位置来欺骗竞争对手，并通过将目标藏在语义关联较强的位置来帮助合作伙伴。很少有4岁儿童、一半的5岁儿童以及几乎所有6岁儿童会适当地选择语义关联强与弱的藏身处，以使目标易于或难以找到。第二项实验表明，4岁儿童不会将线索作为信息来源进行策略性操控，尽管他们自己在搜索任务中能熟练地将线索用作信息来源。本文将结合儿童对知识和信念起源的发展性理解的研究，以及近期关于幼儿对认知线索具有元认知理解的说法，对这些发现进行讨论。
