Crisafi M A, Brown A L
Child Dev. 1986 Aug;57(4):953-68.
In 5 studies, the learning and transfer abilities of 2-4-year-old children were examined on a task in which they were required to combine 2 separately learned solutions to reach a goal. The 3 main findings are very early competence on the task if it is situated in familiar settings, a developmental trend in the ability to notice the similarity across analogous versions of the problem that differ in surface format but share the same underlying logic, and the success of 2 forms of assistance in promoting transfer. Both emphasizing task similarity and encouraging the children to talk about the rules ensure that they will notice problem similarity and hence afford them the opportunity to apply the learned rules appropriately. Difficulties with noticing similarity, rather than in applying the rule, lead to transfer failure. Given a hospitable environment, children as young as 2-3 years of age can combine information and apply a reasoning rule quite broadly.
在5项研究中，对2至4岁儿童的学习和迁移能力进行了一项任务测试，要求他们将分别学到的两种方法结合起来以实现一个目标。3个主要发现是：如果任务设置在熟悉的环境中，儿童在该任务上具有非常早期的能力；在注意不同表面形式但具有相同潜在逻辑的类似问题版本之间的相似性方面，能力存在发展趋势；两种辅助方式在促进迁移方面取得了成功。强调任务相似性和鼓励儿童谈论规则，都能确保他们注意到问题的相似性，从而为他们提供适当地应用所学规则的机会。迁移失败的原因是难以注意到相似性，而不是应用规则。在适宜的环境下，2至3岁的儿童能够广泛地整合信息并应用推理规则。
