摘要
目的 本研究是在实驗第一部分的基础上,探索学前儿童怎样从实际中掌握客体的因果依存性的特点,向理解(即推理的思惟)水平过渡。 研究的問題,包括两个主要方面:(一)学前儿童在什么条件下能使带有因果性貭的实践动作順利地向因果思惟过渡?在教学影响下,怎样实現这一过渡?在实現过渡的內化过程中,有哪些特点?(二)在学前儿童的因果思惟发展过程中,有无所謂“可逆性”?学前儿童是否如皮亚杰(J.Piaget)所說,只能有“从特殊到特殊”的所謂“轉导推理”
The experimental study showed: 1. Causality thinking in pre-school children is shown in the course of experiment; 2. Children’s active attitude (or mental set) and eagerness to find out the solution of the problem is an essential condition for the development of causality thinking; 3. There are several stages in the transformation of actions into thoughts, and their characteristics vary with different age levels; 4. Reversibility in thinking is revealed in the discovery of the conservation of quantity of liquid in children of 6—7 years group but not in children of 3—4 years group.
出处
《心理学报》
1963年第4期296-303,共8页
Acta Psychologica Sinica
