van Schijndel Tessa J P, Visser Ingmar, van Bers Bianca M C W, Raijmakers Maartje E J
Department of Psychology, University of Amsterdam, 1018 XA Amsterdam, The Netherlands.
Department of Psychology, University of Amsterdam, 1018 XA Amsterdam, The Netherlands.
J Exp Child Psychol. 2015 Mar;131:104-19. doi: 10.1016/j.jecp.2014.11.008. Epub 2014 Dec 24.
This study investigated the effect of evidence conflicting with preschoolers' naive theory on the patterns of their free exploratory play. The domain of shadow size was used--a relatively complex, ecologically valid domain that allows for reliable assessment of children's knowledge. Results showed that all children who observed conflicting evidence performed an unconfounded informative experiment in the beginning of their play, compared with half of the children who observed confirming evidence. Mainly, these experiments were directed at investigating a dimension that was at the core of children's initial theory. Thus, preschoolers were flexible in the type of experiments they performed, but they were less flexible in the content of their investigations.
本研究调查了与学龄前儿童朴素理论相冲突的证据对其自由探索性游戏模式的影响。研究使用了影子大小这一领域——一个相对复杂、具有生态效度的领域，能够可靠地评估儿童的知识。结果显示，与观察到证实性证据的儿童中只有一半这样做相比，所有观察到冲突性证据的儿童在游戏开始时都进行了无混淆的信息性实验。主要地，这些实验旨在探究一个处于儿童初始理论核心的维度。因此，学龄前儿童在他们所进行的实验类型上具有灵活性，但在他们调查的内容上灵活性较差。
