Blevins-Knabe B
Department of Psychology, University of Arkansas at Little Rock 72204.
J Genet Psychol. 1987 Dec;148(4):453-68. doi: 10.1080/00221325.1987.10532484.
The purpose of this study was to determine whether children who could recognize a linear order would be able to use this recognition to answer new questions about the linear order. Three-, 4-, 5-, and 6-year-old children were trained to choose a series over a nonseries, a series over a series ordered in the opposite direction, or one nonseries over another nonseries. They were also given a standard seriation task. Children could recognize a series before being able to construct one, but recognition of a series was not correlated with construction of a series. Although children did not use the linear order to construct a series, they could use it to make choices between two similar stimuli, only one of which contained a feature identical to the linear order. The comparison between seriation and recognition of one nonseries over another revealed that performance on these two tasks was correlated and that one common feature between them was systematicity, which occurred either in searching for relationships or constructing them.
本研究的目的是确定能够识别线性顺序的儿童是否能够利用这种识别来回答有关线性顺序的新问题。对3岁、4岁、5岁和6岁的儿童进行训练，让他们在一个系列与一个非系列、一个系列与一个方向相反的系列或一个非系列与另一个非系列之间进行选择。他们还接受了一项标准的序列化任务。儿童在能够构建一个系列之前就能识别一个系列，但对系列的识别与系列的构建并无关联。尽管儿童没有利用线性顺序来构建一个系列，但他们能够利用它在两个相似的刺激之间做出选择，其中只有一个包含与线性顺序相同的特征。对一个非系列与另一个非系列的序列化和识别之间的比较表明，这两项任务的表现是相关的，它们之间的一个共同特征是系统性，这在寻找关系或构建关系时都会出现。
