Deák G, Bauer P J
University of Minnesota, USA.
J Exp Child Psychol. 1995 Dec;60(3):393-427. doi: 10.1006/jecp.1995.1047.
In experimental tasks in which subjects sort sets of objects with conflicting appearances and taxonomic relations, preschoolers often have been found to categorize according to appearance. The procedures used in past studies, however, may have biased preschoolers to attend to appearance instead of taxonomic relations. This possibility was examined in two experiments. In Experiment 1, children's preference for taxonomic- or appearance-based sorting was affected by both the training and the instructions they received. Adults in Experiment 1 were affected by instructions, but not by training. In Experiment 2 preschoolers sorted above chance according to the criterion for which they received training and instruction (taxonomic relations or appearance). Consistency data, children's justifications, and spontaneous labeling support the conclusions that training and instructions have a significant effect on children's preference to sort according to taxonomic relations or appearance, and that both criteria can be used systematically by children as young as four. Implications for task comprehension, flexibility, methodology, and education are discussed.
在实验任务中，当受试者对具有冲突外观和分类关系的物体集进行分类时，经常发现学龄前儿童会根据外观进行分类。然而，过去研究中使用的程序可能使学龄前儿童倾向于关注外观而非分类关系。在两项实验中对这种可能性进行了检验。在实验1中，儿童对基于分类或外观的分类的偏好受到他们所接受的训练和指导的影响。实验1中的成年人受到指导的影响，但不受训练的影响。在实验2中，学龄前儿童根据他们接受训练和指导的标准（分类关系或外观）进行高于随机水平的分类。一致性数据、儿童的理由和自发标记支持以下结论：训练和指导对儿童根据分类关系或外观进行分类的偏好有显著影响，并且四岁的儿童就可以系统地使用这两种标准。文中还讨论了对任务理解、灵活性、方法学和教育的影响。
