Pauen S, Wilkening F
Psychologisches Institut, University of T-ubingen, Germany.
J Exp Child Psychol. 1997 Oct;67(1):90-113. doi: 10.1006/jecp.1997.2394.
This report investigates children's analogical reasoning in a physics task, using an analogy generated by the children rather than by the experimenter. A total of 127 elementary school children took part in three related studies. Children learned to predict the behavior of a balance scale. Later, they were asked to solve a force interaction problem. Two versions of the balance scale training were devised: version A suggested an incorrect solution to the target problem (negative analogy), and version B suggested a correct solution to the target problem (positive analogy). In Study 1, 9- to 10-year-olds showed spontaneous transfer in both training conditions. In Study 2, 7-year-olds did not show any transfer in the positive analogy condition. Study 3 revealed that the lack of transfer in younger children was not due to a failure either to notice the analogy or to perform the mapping. Instead, 7-year-olds transferred only selected aspects of the correct solution.
本报告调查了儿童在物理任务中的类比推理能力，所使用的类比是由儿童自己生成的，而非实验者提供的。共有127名小学生参与了三项相关研究。孩子们学习预测天平的行为。之后，他们被要求解决一个力的相互作用问题。设计了两种版本的天平训练：版本A给出了目标问题的错误解决方案（负面类比），版本B给出了目标问题的正确解决方案（正面类比）。在研究1中，9至10岁的孩子在两种训练条件下都表现出了自发的迁移。在研究2中，7岁的孩子在正面类比条件下没有表现出任何迁移。研究3表明，年幼儿童缺乏迁移并非是因为没有注意到类比或没有进行映射。相反，7岁的孩子只迁移了正确解决方案的某些特定方面。
