类似性比较对3～5岁儿童内隐推理的影响

Effects of Similarity Comparisons on Implicit Inferences in Children Aged 3～5

本研究以三个实验探讨了3～5岁儿童词汇学习的内隐推理过程。实验1首先让被试者看一个熟悉物体的标准图片,分别以熟悉的或者不熟悉的名词命名,然后要求从两个选项中选择一个图片与标准图片匹配。结果表明3～4岁儿童可以不熟悉名词完成词汇扩展作业,但是只有5岁儿童可以熟悉名词完成词汇扩展作业,这表明5岁儿童可能有一个内隐推理加工过程。实验2以不熟悉物体作为标准图片,以熟悉名词与指代词分别作为指导语进一步测试5岁儿童的内隐推理过程,结果表明这个年龄阶段儿童的类概念形成有一种自上而下加工的内隐推理过程。实验3呈现基本概念的图片检验什么因素影响3～5岁儿童词汇学习的内隐推理过程,结果表明在类似性比较条件下与3～4岁儿童相比,5岁儿童更加明显地表现了内隐推理的加工过程。最后以类似性理论讨论了本研究的结果。

The implicit inference processes of 3- 5-year-old children＇s word learning were investigated in three experiments. The subjects in Experiment 1 were first showed a familiar standard card or target object with either a familiar or an unfamiliar label, and were then asked to select a match from two alternatives for the standard card. The results showed that 3- 4-year-olds were able to perform a word-extension task with an unfamiliar word as instruction. However, 5-year-olds were able to perform a word-extension task with a familiar word as instruction in which there might be some implicit inference processes. The 3- 5-year-olds as subjects in Experiment 2, taking advantage of both familiar objects as standard cards and nominative pronouns as instructions, alternatively performed the word-extension task as well. The result showed that nominative pronounsc ould represent implicit inference processes. The results in Experiment 3 showed that 5-year-olds were more likely to display implicit inference processes . Finally, all the results were discussed in terms of models of structural alignment in similarity comparison.