儿童在因果知识领域内的选择性学习

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柴凯轩¹^,², 李宜霖¹^,², 朱莉琪¹(

)

1 中国科学院心理研究所行为科学重点实验室, 北京 100101
2 中国科学院大学, 北京 100049

收稿日期:2018-11-15出版日期:2019-07-26发布日期:2019-06-25
通讯作者:朱莉琪E-mail:zhulq@psych.ac.cn

基金资助:* 国家社科基金重大项目(14ZDB161)

Children’s selective learning in the domain of causal knowledge

CHAI Kaixuan¹^,², LI Yilin¹^,², ZHU Liqi¹(

)

1 Key Laboratory of Behavioral Science, Institute of Psychology, Chinese Academy of Sciences, Beijing 100101, China
2 University of Chinese Academy of Sciences, Beijing 100049, China

Received:2018-11-15Online:2019-07-26Published:2019-06-25
Contact:ZHU Liqi E-mail:zhulq@psych.ac.cn

摘要/Abstract

摘要： 儿童的选择性学习是目前认知发展领域的热点问题。儿童在因果知识领域内的选择性学习(即选择性因果学习)对于回答儿童如何获取知识这个经典问题具有重要意义。儿童的选择性因果学习表现在对他人解释的辨别、评估与采纳上。他们会主动向可靠的信息提供者寻求解释, 并在接收回答后表现出选择性跟进反应。对于他人的回答, 年幼儿童不仅能根据言语线索辨别出解释性陈述, 还能依据解释的结构特征选择更好的陈述加以采纳, 年长儿童甚至可以从不同模式的解释中灵活地学习更适宜的因果知识。未来研究应深入关注解释的其它特征在儿童选择性因果学习中的作用, 进一步探讨选择性因果学习的认知机制。

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