Université du Québec à Montréal.
Child Dev. 2020 Jul;91(4):1081-1097. doi: 10.1111/cdev.13278. Epub 2019 Jul 11.
This study explored the hypothesis that preschoolers' deductive reasoning would be improved by encouraging use of divergent thinking (DT). Children of 4-5 years of age (n = 120) were randomly given DT or neutral control exercises before deductive reasoning problems. To allow a stronger test of the hypothesis, half of the children receiving the DT exercises were given explicit examples, which have been shown to reduce ideational originality. Results indicate that, as predicted, DT exercises without examples significantly improved rates of deductive responding, compared to exercises with examples and the control condition. These findings indicate that DT is a key component in the early beginnings of deductive reasoning. Some educational implications are discussed.
本研究旨在探讨假设，即通过鼓励使用发散思维（DT），可以提高学龄前儿童的演绎推理能力。本研究选取了 4-5 岁的儿童（n=120）作为研究对象，在进行演绎推理问题之前，随机分配他们进行发散思维或中性控制练习。为了更有力地检验这一假设，对接受发散思维练习的儿童进行了分组，其中一半的儿童接受了已被证明可以降低创意性的示例练习。结果表明，正如预测的那样，与接受示例和控制条件的练习相比，没有示例的发散思维练习显著提高了演绎反应的速度。这些发现表明，DT 是演绎推理早期发展的关键组成部分。本研究还讨论了一些教育意义。
