摘要
問题 在实驗Ⅰ中,我们探討了4—9岁儿童的分类和分类命名的問題,从中看到,不同年龄儿童的分类标准是不同的。儿童在达到依本貭特征分类之前,卽达到掌握概念之前,要經历一个逐漸发展的过程,在这个过程中,表現出不同的抽象概念水平。年龄較小的儿童还不能脫离依具体感知进行抽象。让他們进行分类时,往往把能直接感知的特点相同的东西(如顏色,形状等),或者把在生活情境中經常联系在一起的东西归为一类。
This is the second report on the investigation into development of concepts in children of 4—9 years of age.This study comprises two parts: the first aiming to investigate the developmental trends reflected in children’s ability to classify, and the second concentrating on the age at which classification can be seen as a turning point in conceptual thinking.108 children of 4—9 years were each asked to sort objects depicted on cards, according to his or her own ideas of classification. Another 72 children in the age groups of 5, 5 1/2, and 6 performed the second part of the experiment.The results indicate:1) Children under 4 failed to carry out classification.2) Children of 5—6 years showed a rudimentary ability to classify but their classification was mainly on the perceptual level.3) Beyond 6—7 years, the children showed a conceptual ability in classification. Their conceptual thinking seemed to reach a new level.4) In children from 4—9 years old, the turning point from perceptual to conceptual thinking as reflected in ability to classify seemed to fall between the age of 5—6, and especially 5 1/2—6.
出处
《心理学报》
1964年第4期352-360,共9页
Acta Psychologica Sinica
