前提项目间差异对儿童归纳推理多样性效应的影响

1001-4918201005-0457-0464B844.1A*－400715。15～68～91。210～122。*[e-mail]1、2004。“PP。/P。”“。/。”、2003。、。ABAB。XX。/X。AYY。/Y。BXAB。LopezGelmanGutheilSmith199220062009。9Gutheil＆Gelman1997Lopezetal.1992RhodesGelman＆Brickman20085Heit＆Hahn2001LoSides＆Roz-elle2002Shipley＆Shepperson20062008。。75420105。、。Rhodes2008、、、9。、。Lopez1992XYXY59。、。HeitHahn2001JaneDanielleJaneDanielle5。2008HeitHahn20016～7。2005、3。。。。。1HeitHahn2001522005。212.15～665SD=0.493260～7218148～9103SD=0.553297～1181517。2.2HeitHahn20014、、。HeitHahn2001。4。4、、、。。1、。8542010512.31。“。”2“。”、“。”“、”10。3。。“”。2.44。0.5。1χ2χ2M10.5。5～648～93。15～6M0.530.590.410.50χ20.131.131.130.008～9M0.780.530.880.72χ210.130.1318.006.13*p0.001p0.01*p0.05.2.51HeitHahn200159。HeitHahn200155。9。。HeitHahn2001。2008HeitHahn20014～56～7。HeitHahn20012008HeitHahn20019542008。28～91210～12。2。。。。323.115110～12134SD=0.73123～1332328。3.2“”。LR。L、3R、3。23。3LR3×3×3=27。33d1d+1d+1d=3d。d2d0d+1d+1d=2d0d0d+0d+0d=0d。9d3d+3d+3d=9d3330d0d+0d+0d=0d333。。1d、5d、9d。9d=9d－0d、5d=7d－2d、1d=6d－5d。LR。3.31。“。、、。”2LR。35d7d－2d2d7d、。2d7d“LR。”7d10。064201053。。。29d35d=7d～2d3.43.4.12χ20.52。9d0.5。9d10～12。1d5d0.5。3.4.239d～1d9d1d2WilcoxonSignedRanksTest。9d29d5d1d。2d1d5d9dM1.181.211.31χ23.354.7726.533d9d～1d5d～1d9d～5dZ1.010.230.71p0.310.820.483.52。20033。1641d、5d9d。10～1219。1———。。2。44.115～68～9。21d9d10～12。、。SloutskyLoFisher20012005、—、—。、JonesSmith1991。。。。2。“”。、。、。、。Carey1985Lopezetal.1992Heit＆Hahn2001Loetal.2002HeitHahn2001Tim、RobbyTimRobbyLopez1992XY。。。、。26420105。1X。/X2X。/X。。MedinColeyStormsHayes2003“”———。。。①②10～12③。④。5、9。4.2。。2006。ChoiNisbett＆Smith1997Kim＆Keil2003Kincannon＆Spellman2003Medinetal.2003Sloman1993ProffittColey＆Medin2000。2009。。。Lopez19929Lo20025。。HeitHahn2001。Rhodes2008。、5。。51。5～68～910～12。2。。ChoiI.NisbettR.E.＆SmithE.E.1997.Culturecategorysalienceandinductivereasoning.Cognition65115－32.CareyS.1985.Conceptualchangeinchildhood.CambridgeMABradfordBooks.GutheilG.＆GellmanS.A.1997.Children’suseofsamplesizeanddiversityinformationwithinbasic-levelcategories.JournalofEx-perimentalChildPsychology642159－174.HeitE.＆HahnU.2001.Diversity-BasedReasoninginChil-dren.CognitivePsychology434243－273.JonesS.S.＆SmithL.B.1991.Objectpropertiesandknowl-edgeinearlylexicallearning.ChildDevelopment623499－516.KincannonA.＆SpellmanB.A.2003.Theuseofcategoryandsimilarityinformationinlimitinghypotheses.Memory＆Cognition311114－132.364KimN.S.＆KeilF.C.2003.FromsymptomstocausesDiver-sityeffectsindiagnosticreasoning.Memory＆Congnition311155－165.LopezA.GelmanS.A.GutheilG.＆SmithE.E.1992.Thedevelopmentofcategory-basedinduction.ChildDevelopment6351070－1090.LoY.SidesA.RozelleJ.＆OshersonD.2002.Evidentialdiversityandpremiseprobabilityinyoungchildren’sinductivejudg-ment.CognitiveScience262181－206.MedinD.L.ColeyJ.D.StormsG.＆HayesB.K.2003.Arelevancetheoryofinduction.PsychonomicBulletin＆Review103517－532.ProffittJ.B.ColeyJ.L.＆MedinD.L.2000.Expertiseandcategory-basedinduction.JournalofExperimentalPsychologyLearn-ingMemory＆Cognition264811－828.RhodesM.GelmanS.A.＆BrickmanD.2008.Developmen-talchangesintheconsiderationofsamplediversityininductivereason-ing.JournalofCognitionandDevelopment91112－143.ShipleyE.F.＆SheppersonB.2006.TestsampleselectionbypreschoolchildrenHonoringdiversity.MemoryandCognition3471444－1451.SloutskyV.M.LoY.＆FisherA.V.2001.HowmuchdoesasharednamemakethingssimilarLinguisticlabelssimilarityandthedevelopmentofinductiveinference.ChildDevelopment7261695－1709.SlomanS.A.1993.Feature-basedinduction.CognitivePsychology252231－280..2003.....2003..116607－615..2005..C353275－283..2009..175901－908..2004..2761457－1459..2006..143360－367..2008..341128－132.TheEffectofDifferencebetweenPremisesonDiversity-basedReasoningofChildrenCHENQing-feiLEIYiLIHongKeyLaboratoryofCognitionandPersonalityMinistryofEducationSouthwestUniversitySino-CanadianCentreforResearchinChildDevelopmentChongqing400715AbstractThisresearchstudiedanddiscussedthepossibleeffectofthedifferencesbetweenpremisesondiversity-basedreasoningandexaminedthedevelopmentofdiversity-basedreasoningofchildrenaswell.Duringourstud-iestwoexperimentsweredesigned.32childrenaged5－6and32childrenaged8－9participatedinexperiment1while51childrenaged10－12participatedinexperiment2.Asdifferencesbetweenpremisesreducingchil-drenaged5－6consistentlyfailedtoconsidersamplediversityininductivereasoningbutchildrenaged8－9ten-dedtocreatediversesamplesintheirreasoning.Althoughourwaytoquantifyingthedifferencebetweenpremiseswasartificialasthedifferencebetweenpremisesincreasedthestrengthofinductivereasoningwasenhanced.Atleastinthisstudywhenthedifferencebetweenpremisesreachedthemostofthedifferencesitcanbechoicesofmostsubjectsshowedthediversityeffect.Howeverwhenthedifferenceswereverysmallalthoughthesubjectscouldjudgewhichgroup’sdifferencesweregreattheirinductivereasoninghasnosignificanttendency.KeywordsKindergartenChildrenprimaryschoolstudentsinductivereasoningdiversityeffectthedifferencebetweenpremises46420105