Gholson B, Dattel A R, Morgan D, Eymard L A
Department of Psychology, Memphis State University, TN 38152.
Child Dev. 1989 Oct;60(5):1172-87.
Analogical problem-solving processes were studied in 4 experiments using 5- and 7-move scheduling problems. Subjects were preschool and elementary school children. On each acquisition trial, the child heard a list of statements representing the exact series of moves necessary to solve the problem and was immediately asked to recall the list. Physical materials representing the problem were then produced and the child was asked to solve it. In transfer only setting/constraint information was provided prior to problem solving. In the first study, mapping processes were explored in nonisomorphic transfer tasks with different constraints and problem spaces. Mapping processes were very good, except when a feature of the base was mapped to a misleading cue in the transfer problems. The second study revealed that combining the problem-solving task with the recall task facilitated isomorphic transfer but not nonisomorphic transfer. The 2 remaining studies revealed that preschool children show excellent isomorphic transfer in both 5- and 7-move problems. The major developmental difference was in how the children ordered the propositions in their recall protocols. The findings were discussed in terms of problem spaces, flexibility of transfer, and developmental theory.
在4项实验中，使用5步和7步调度问题对类比问题解决过程进行了研究。受试者为学龄前儿童和小学生。在每次习得试验中，儿童会听到一系列代表解决问题所需确切步骤的陈述，并立即被要求回忆该列表。然后出示代表问题的实物材料，要求儿童解决问题。在仅迁移设置中，在解决问题之前只提供设置/约束信息。在第一项研究中，在具有不同约束和问题空间的非同构迁移任务中探索映射过程。映射过程非常好，除非在迁移问题中将基础问题的一个特征映射到误导性线索时。第二项研究表明，将问题解决任务与回忆任务相结合促进了同构迁移，但未促进非同构迁移。其余两项研究表明，学龄前儿童在5步和7步问题中均表现出出色的同构迁移能力。主要的发展差异在于儿童在回忆记录中对命题的排序方式。从问题空间、迁移灵活性和发展理论的角度对研究结果进行了讨论。
