Department of Human Ecology, University of California, Davis, Davis, CA 95616, USA.
J Exp Child Psychol. 2013 Dec;116(4):904-13. doi: 10.1016/j.jecp.2013.08.009. Epub 2013 Sep 27.
This study examined how toddlers gain insights from source video displays and use the insights to solve analogous problems. The sample of 2- and 2.5-year-olds viewed a source video illustrating a problem-solving strategy and then attempted to solve analogous problems. Older, but not younger, toddlers extracted the problem-solving strategy depicted in the video and spontaneously transferred the strategy to solve isomorphic problems. Transfer by analogy from the video was evident only when the video illustrated the complete problem goal structure, including the character's intention and the action needed to achieve a goal. The same action isolated from the problem-solving context did not serve as an effective source analogue. These results illuminate the development of early representation and processes involved in analogical problem solving. Theoretical and educational implications are discussed.
本研究考察了幼儿如何从源视频中获得洞察力，并利用这些洞察力来解决类似的问题。该研究的样本包括 2 岁和 2.5 岁的幼儿，他们观看了一个展示问题解决策略的源视频，然后尝试解决类似的问题。结果发现，只有年龄较大的幼儿（而非年龄较小的幼儿）从视频中提取出了所描述的问题解决策略，并自发地将该策略应用于解决同构问题。只有当视频中完整地呈现了问题的目标结构，包括角色的意图和实现目标所需的行动时，从视频中进行类比迁移才是有效的。从问题解决背景中分离出来的相同动作并不能作为有效的源类比。这些结果阐明了早期代表性和类比问题解决过程的发展。文章讨论了理论和教育方面的意义。
