本文選題：類別 + 歸納��； 參考：《西南大學》2011年博士論文

【摘要】：類別對歸納的支持與限制不僅是歸納推理研究領域中的重要問題,也涉及到如何理解人類的概念形成與概念應用。研究從發(fā)展心理學和認知神經(jīng)科學兩個層面,分別就類別歸納中的兒童的語言標簽效應和類別歸納的時間進程兩個角度探討了類別對歸納的支持與限制。研究結(jié)果表明,作為類別身份認同與區(qū)分的語言標簽,是否能夠促進兒童的歸納依賴于實驗材料和兒童的經(jīng)驗： 1)當實驗材料為兒童熟悉的實驗材料,且實驗材料能夠充分誘發(fā)兒童的相應的知識的時候,兒童主要依賴概念類別來支持與限制他們的歸納。 2)當實驗材料是抽象的、兒童難以識別的線條畫時,5歲兒童則主要基于知覺類別來支持與限制他們的歸納,11歲兒童則主要基于概念類別來支持與限制他們的歸納,7-8歲是一個轉(zhuǎn)折時期。 3)當實驗材料是寫實的線條畫,但這些線條畫即包含兒童熟悉的,也包含兒童不熟悉的類別時,在沒有語言標簽的條件下,兒童主要基于知覺類別支持與限制他們的歸納,而在有語言標簽的情況下,兒童則主要基于語言標簽來支持與限制他們的歸納。 這些研究結(jié)果表明,知覺類別和概念類別能夠支持與限制兒童早期的歸納,但這種支持和限制依賴于實驗材料和兒童的經(jīng)驗。 對類別支持與限制歸納的時間進程的研究結(jié)果表明,當采用單前提的類別歸納任務時,與基線任務相比,可歸納前提→基本水平類別任務和可歸納前提→上位水平類別任務都誘發(fā)了更小的P3,而且,可歸納前提→基本水平類別任務比可歸納前提→上位水平類別任務誘發(fā)了更小的P3；進一步將類別歸納分離為分類和屬性歸納兩個階段,結(jié)果顯示,在屬性歸納階段,可屬性歸納任務比不可屬性歸納任務誘發(fā)了更大的P3,在分類階段,與類別歸納任務類似,可分類的三種任務之間差異顯著,基線任務的分類誘發(fā)了最大的P3,可歸納前提→基本水平類別任務在分類階段誘發(fā)了最小的P3。將可歸納的屬性歸納任務與不可歸納屬性任務進行比較,發(fā)現(xiàn)不同類別等級的可歸納與不可歸納的類別歸納任務在P3上有顯著差異。這些研究結(jié)果較為一致的表明P3可能與類別對歸納的支持與限制密切相關。 本研究也存在缺陷。研究首先從有限的角度對類別對歸納的支持與限制進行了研究。即使在這些有限的研究中,也存在大量的問題需要進一步研究。在兒童研究層面,沒能闡明語言標簽在兒童類別歸納中的作用。實驗材料如何影響兒童早期的歸納仍然需要深入研究。在認知神經(jīng)機制研究方面,首先只研究了單前提的下的類別等級結(jié)構(gòu)對歸納的支持與限制,類別歸納中其他心理效應需要進一步研究。其次,研究的手段單一,未來可以采用fMRI等多元化的研究手段。最后,沒有進一步研究類別支持和限制兒童歸納的神經(jīng)機制。
[Abstract]:The support and limitation of category to induction is not only an important problem in the field of inductive reasoning, but also involves how to understand the concept formation and application of human beings. From two aspects of developmental psychology and cognitive neuroscience, this paper discusses the support and limitation of category to induction from the perspectives of language label effect of children in category induction and the time process of category induction, respectively. The results show that whether language labels, as category identities and distinctions, can promote the induction of children depends on experimental materials and children's experiences: 1) when experimental materials are familiar to children, And when experimental materials can fully induce children's corresponding knowledge, children mainly rely on concept categories to support and limit their induction. 2) when the experimental materials are abstract, Children at 5 years of age support and limit their induction mainly based on perceptual categories, while 11-year-olds support and restrict their inductions mainly based on conceptual categories. It is a turning point for children aged 7-8 years to support and restrict their induction. 3) when the experimental material is a realistic line drawing, But when these lines contain both familiar and unfamiliar categories to children, without language labels, children support and limit their induction mainly based on perceptual categories, and in the case of language labels, Children are mainly based on language labels to support and limit their induction. These results show that perceptual and conceptual categories can support and limit early induction in children, but this support and limitation depend on experimental materials and children's experiences. The results of a study on the time course of categorization support and limitation induction show that when a single premise is used for a category induction task, it is compared with the baseline task. The tasks of the basic level category and the upper level of the inducable premise have induced smaller P3s, and the tasks of the basic level category of the presupposition presuppositions are smaller than the tasks of the upper level categories of the inducable premises. The results show that, in the attribute induction stage, the attribute inductive task induces a larger P3 than the non-attribute inductive task, and in the classification stage, it is similar to the category induction task. The classification of baseline tasks induces the largest P3s, and the basic level tasks induce the smallest P3s in the classification stage. By comparing inductive attribute induction task with non-inductive attribute task, it is found that there are significant differences in P3 between inducable and uninductible category induction tasks of different class levels. These results indicate that P3 may be closely related to the support and limitation of categories for induction. There are also defects in this study. Firstly, the support and limitation of classification to induction are studied from the point of view of limitation. Even in these limited studies, there are still a large number of problems need to be further studied. At the child level, it failed to clarify the role of language labels in the induction of children's categories. How experimental materials affect early childhood induction still needs further study. In the aspect of cognitive neural mechanism, we only study the support and limitation of classification hierarchy under single premise, and other psychological effects in category induction need to be further studied. Secondly, the research method is single, and fMRI and other research methods can be used in the future. Finally, there is no further study of the neural mechanisms that support and limit children's induction.
【學位授予單位】：西南大學
【學位級別】：博士
【學位授予年份】：2011
【分類號】：B81

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本文編號：2017981