Inman T M, Dickerson D J
Department of Psychology, University of Connecticut, Storrs 06269-1020, USA.
J Genet Psychol. 1995 Sep;156(3):265-77. doi: 10.1080/00221325.1995.9914822.
Second-grade children's inference of causal events was studied. Each of the 24 children heard 2 stories containing 6 event episodes. Each story was followed by either a sentence recognition or a cued-recall test. Event episodes explicitly stated an event followed by its outcome. Enablement episodes explicitly stated an action that was causally antecedent to the event, followed by the outcome of the event. Filler (control) episodes explicitly stated an action causally unrelated to the event, followed by the outcome of the event. The results indicate that the children more frequently inferred events from enablements than they inferred enablements from events, and that the children did not make the inferences at the time of reading, but instead made them when queried at the time of the test. This conclusion is suggested because there was false recognition of events but no false recall.
对二年级儿童因果事件推理进行了研究。24名儿童每人听了2个包含6个事件情节的故事。每个故事之后要么是句子识别测试，要么是线索回忆测试。事件情节明确陈述一个事件及其结果。促成情节明确陈述一个在事件之前发生的因果性动作，接着是该事件的结果。填充（对照）情节明确陈述一个与事件因果无关的动作，接着是该事件的结果。结果表明，儿童从促成情节中推断事件的频率高于从事件中推断促成情节的频率，并且儿童不是在阅读时进行推理，而是在测试时被询问时才进行推理。提出这一结论是因为存在对事件的错误识别但没有错误回忆。
