本文選題：類比推理 + 認知　； 參考：《河南大學(xué)》2014年碩士論文

【摘要】：人類為什么比其他物種聰明？就是因為人類有類比推理能力和語言。關(guān)系語言(relational language)是一種能幫助兒童關(guān)注共同的關(guān)系和排列兩種結(jié)構(gòu)的代表性工具，它可以提供一些表征工具以便建構(gòu)知識，也可以擴大結(jié)構(gòu)排列與映射的能力。通過類比抽取關(guān)系然后通過語言保持關(guān)系的過程可以提高學(xué)習(xí)以及創(chuàng)造結(jié)構(gòu)符號表征，這對于較高層次的認知都非常重要。 本文從類比推理的概念開始梳理相關(guān)研究，闡述了類比推理發(fā)展的主要理論和影響因素，同時介紹了關(guān)于兒童類比推理已有的研究。并在前人研究的基礎(chǔ)上，進一步探索關(guān)系語言在交互映射情況下對兒童類比推理的影響，以及存在干擾因素條件下關(guān)系語言對兒童類比推理的影響。本研究一共包括兩個實驗，以學(xué)前兒童（3.5歲、4.5歲和5.5歲）為研究被試，采用了紙筆測試。實驗任務(wù)要求兒童在類比推理作業(yè)中作出關(guān)系選擇，最后，記錄和分析不同年齡段兒童關(guān)系選擇的成績。 本文分別設(shè)計兩個實驗，來研究關(guān)系語言對兒童類比推理的影響。實驗一采用2（4.5歲和5.5歲）×2（關(guān)系語言和中性語言）兩因素被試間設(shè)計。自變量為兒童年齡和語言類型，因變量為作出關(guān)系選擇的成績，來探討關(guān)系語言在交互映射情況下對兒童類比推理的影響。實驗二采用了2（3.5歲和4.5歲）×2（關(guān)系語言和中性語言）×3（無干擾因素、表面干擾因素和交互映射干擾因素）三因素混合設(shè)計，其中兒童年齡大小和語言類型為被試間變量，干擾因素類型為被試內(nèi)變量，因變量為兒童作出關(guān)系選擇的成績，來探討存在不同干擾因素條件下關(guān)系語言對兒童推理的影響。 兩個實驗得到結(jié)論如下： （1）3.5歲兒童已經(jīng)具備了一定的類比推理的能力，但是這種能力還是比較差的，當(dāng)3.5兒童聽到關(guān)系語言提示時，對他們的推理成績有較大提高。 （2）類比推理能力隨兒童年齡的增長而提高，年齡大的兒童較年齡小的兒童，，在同等條件下作出更多的關(guān)系選擇。 （3）當(dāng)兒童獲得關(guān)系語言的描述時，他們能克服物體表面相似性的干擾，從而集中注意力到關(guān)系匹配上，做出正確的關(guān)系選擇。當(dāng)兒童聽到中性語言時，他們會傾向于選擇具有表面相似性的選項。 （4）無干擾因素和外部干擾因素對兒童類比推理的影響要小于交互映射條件下的影響，而且關(guān)系語言對兒童在交互映射條件的類比推理的幫助最為明顯。
[Abstract]:Why are humans smarter than other species? Because human beings have analogical reasoning and language. Relational language is a representative tool that helps children to focus on common relationships and to arrange two structures. It can provide some representation tools to build knowledge, and also to expand the ability of structural arrangement and mapping. Force. Extraction of relationships through analogies and the process of maintaining relationships through language can improve learning and create structural symbol representation, which is very important for higher level of cognition.
This paper begins with the concept of analogical reasoning, expounds the main theories and influencing factors of the development of analogical reasoning, and introduces the existing research on the analogical reasoning of children. On the basis of previous studies, we further explore the influence of relational language on the analogical reasoning of children under interactive mapping and the existence of interference. This study included two experiments in which preschool children (3.5 years old, 4.5 years old and 5.5 years old) were used as research subjects, and paper and pen tests were used. The experimental task required children to make relationship selection in analogical reasoning, and finally, to record and analyze the relationship selection of children of different ages. Performance.
In this paper, two experiments were designed to study the influence of relational language on children's analogical reasoning. Experiment one was designed with two factors (4.5 and 5.5 years old) * 2 (relation language and neutral language). The independent variables were children's age and language type, and the variable was the result of the relationship selection, to discuss the relationship language in the interactive mapping. Effect on analogical reasoning of children. Experiment two used 2 (3.5 and 4.5 years old) x 2 (relation language and neutral language) x 3 (no interference factor, surface disturbance factor and interaction mapping interference factor) three factors, in which the age size and language type of children were the intertest variables, the type of interference factors was the internal variable, and the dependent variable was the dependent variable. The results of children's choice of relationship to explore the impact of relational language on children's reasoning under different interference factors.
The results of the two experiments are as follows:
(1) 3.5 years old children have a certain ability of analogical reasoning, but this ability is still relatively poor. When 3.5 children hear the related language hints, their reasoning results are greatly improved.
(2) the ability of analogical reasoning increases with the increase of children's age. Older children have more choices of relationships under the same conditions than younger children.
(3) when children get the description of the relational language, they can overcome the interference of the surface similarity of the object, so that they focus on the relationship matching and make the correct relationship choice. When children hear neutral language, they tend to choose the option with surface similarity.
(4) the influence of non interference factors and external interference factors on children's analogical reasoning is less than the influence of interactive mapping, and the relationship language is most helpful to children's analogical reasoning in the interaction mapping condition.
【學(xué)位授予單位】：河南大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2014
【分類號】：B844.1

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本文編號：1973615