幼儿分类能力发展及促进的实验研究

Classification is a kind of basic cognitive process, and category is an important way for human beings to define the world. At the same time, categories are organized in a hierarchical way, which makes it possible for human beings to process information efficiency. For those reasons, the development of classification ability is always one of the foci in developmental psychology. By using the methods of spontaneous and trained classification of both familiar stimuli materials and artificial concepts, this research explored the 4-6 year old children's classification criteria. And by the artificial concept system formed in these classification criteria experiments, the mastery degree of class hierarchy in these young children was analyzed. The main results and conclusions are: 1) The classification ability increases quickly among kindergarteners from 4 to 6 year old: the 4 year old children seemed unable to classify objects by classificatory criteria, however, the 6 year ones had shown the ability in many experimental conditions. But the main basis of classificatory criteria in these young children, including 6 year old ones, was the functional relation of the objects but the conceptual relations, and their classification criteria was not consistent because they seem to be easily affected by experimental conditions. 2) The age of 5 is a more sensitive period of classification ability development: for the children of 5 year old, it was found that their classification ability was easily enhanced by training. The zone of proximal development in classification ability by category standard could probably lie in this period of age. 3) Knowledge is an important factor that affects young children's classification ability, meanwhile, their classification activity are affected by cognitive processing ability: young children exhibited different classification ability as they had different understanding of stimuli materials. Kindergarteners of different age were significantly different in their classification ability as the difference in cognitive processing ability, even if they had the same knowledge about the stimuli materials. 4) Different properties of class hierarchy are different in difficulty for young children: the 5-6 year old children showed that the could master the transitivity of the class hierarchy. No matter under what learning condition, they could answer most of the transitivity questions correctly and infer the property of the sub-class according to that of the super-class. The young children at 5-6 years old had mastered the branching property of class hierarchy at a relative high level, but their answers were easily affected by the hints in the questions. However, it seemed that the asymmetry of class hierarchy was difficult for young children to learn. Because young children could not understand the class inclusion relation, they always drew wrong conclusions about super-class from sub-class in their classification.

影响幼儿层级类概念动态发展因素的研究

Three experiments were conducted in the attempt to understand the development of hierarchical classification. The 3-and 4-year-olds as well as hindergartners were given matching or object sorting tasks with either basic-level or superordinate relations. The results indicated: 1. Even 3-year-olds can consistently sort at the basic level. However, children perform poorly at the superordinate level, and there are developmental differences in the ability to sort at this level. 2. The perceptual similarity of stimulus materials, various competing organizations and the different ways of dealing with superordinate categories, depending on whether the categories are explicitly or implicitly represented for the child, are all factors appear to contribute to children's hierarchical classification.