Werner A B, Witryol S L
Department of Psychology, University of Connecticut, Storrs 06268.
J Genet Psychol. 1990 Jun;151(2):231-43. doi: 10.1080/00221325.1990.9914657.
Collative motivational preferences for increasing complexity in kindergarten and fourth-grade children were studied by varying the types of elements that constituted complexity gradation conditions along a similarity-distinctiveness continuum. A paired-comparisons procedure was used to assess children's relative preference for one to five levels of complexity within each condition. The highest gradation condition yielded a clear positive function between preference and number of elements, as well as the most reliable performance by children, but the two lower conditions yielded both positive and negative functions when subsamples were analyzed in homogeneous groupings. Obtained negative functions were interpreted as aesthetic or affective dimensions conflicting with the collative exploratory dimension. Differences between gradation conditions were consonant with a proposed arbitrary definition of variety as a distinctive condition of complexity.
通过改变构成沿着相似性-独特性连续统的复杂性等级条件的元素类型，研究了幼儿园和四年级儿童对增加复杂性的整理动机偏好。采用配对比较程序来评估儿童在每种条件下对一到五个复杂程度水平的相对偏好。最高等级条件在偏好和元素数量之间产生了明显的正函数，以及儿童最可靠的表现，但在对同质分组中的子样本进行分析时，两个较低等级条件产生了正函数和负函数。所获得的负函数被解释为与整理探索维度相冲突的审美或情感维度。等级条件之间的差异与提出的将多样性作为复杂性的独特条件的任意定义一致。
