Fisher Anna V, Godwin Karrie E, Matlen Bryan J
Department of Psychology, Carnegie Mellon University, 5000 Forbes Ave., 335-I Baker Hall, Pittsburgh, PA, 15213, USA.
WestEd, Oakland, CA, 94612, USA.
Psychon Bull Rev. 2015 Oct;22(5):1149-73. doi: 10.3758/s13423-015-0816-5.
Inductive generalization is ubiquitous in human cognition. In the developmental literature, two different theoretical accounts of this important process have been proposed: a naïve theory account and a similarity-based account. However, a number of recent findings cannot be explained within the existing theoretical accounts. We describe a revised version of the similarity-based account of inductive generalization with familiar categories. We tested the novel predictions of this account in two reported studies with 4-year-old children (N = 57). The reported studies include the first short-term longitudinal investigation of the development of children's induction with familiar categories, and it is the first study to explore the role of individual differences in semantic organization, general intelligence, working memory, and inhibition in children's induction.
归纳概括在人类认知中无处不在。在发展心理学文献中，针对这一重要过程提出了两种不同的理论解释：朴素理论解释和基于相似性的解释。然而，最近的一些研究结果无法用现有的理论解释来阐释。我们描述了一种针对熟悉类别的归纳概括的基于相似性解释的修订版。我们在两项针对4岁儿童（N = 57）的已发表研究中检验了这一解释的新预测。这些已发表的研究包括首次对儿童基于熟悉类别的归纳发展进行的短期纵向调查，并且是首次探索语义组织、一般智力、工作记忆和抑制方面的个体差异在儿童归纳中的作用的研究。
