Kemler D G
Child Dev. 1982 Jun;53(3):768-79.
Previous studies have shown that young normal children use similarity relations as a predominant basis for classification, whereas older children use dimensional relations. Experiment 1 shows that similarity relations are systematically used by normal preschoolers and by retarded preadolescents for classification. Experiment 2 suggests that their tendency to use similarity relations is not merely a matter of preference, but that these children have difficulty learning to use dimensional relations. Still, experiment 3 demonstrates that dimensional relations have some psychological reality for preschoolers and for retarded children despite the dominance of overall similarity and despite the relative inaccessibility of dimensional relations. The research affords a finer specification of the development of classification skills and highlights the relation between intelligence and psychological stimulus structure.
先前的研究表明，正常的幼儿将相似关系作为分类的主要依据，而年龄较大的儿童则使用维度关系。实验1表明，正常的学龄前儿童和发育迟缓的青春期前儿童在分类时会系统地使用相似关系。实验2表明，他们使用相似关系的倾向不仅仅是一种偏好，而是这些儿童在学习使用维度关系时存在困难。尽管如此，实验3表明，尽管整体相似性占主导地位，且维度关系相对难以理解，但维度关系对学龄前儿童和发育迟缓儿童来说仍具有一定的心理现实意义。这项研究对分类技能的发展进行了更细致的说明，并突出了智力与心理刺激结构之间的关系。
