心理与行为研究

心理与行为研究 ›› 2003, Vol. 1 ›› Issue (2): 128-132.

• 论文 • 上一篇    下一篇

背景知识对4~8岁儿童和大学生分类活动的影响

丁新萌1, 2, 阴国恩1   

  1. 1 天津师范大学心理与行为研究中心,天津 300074;
    2 中央财经大学经济系,北京 100081
  • 收稿日期:2002-10-22 出版日期:2003-06-20 发布日期:2015-01-21
  • 作者简介:作者简介：丁新萌,女,天津师范大学心理与行为研究中心硕士,中央财经大学经济系教师。阴国恩,男,天津师范大学心理与行为研究中心教授,博士生导师。
  • 基金资助:
    本研究得到天津市教育科学“十五”规划KSS007重点课题资助

EFFECTS OF BACKGROUND KNOWLEDGE ON 4 TO 8 YEARS OLD CHILDREN AND UNDERGRADUATES′ CLASSIFICATION

Ding Xinmeng1, 2, Yin Guo′en1   

  1. 1 Research Center of Psychology and Behavior in Tianjin Normal University, Tianjin 300074;
    2 Economy Department,Central University of Finance Economy, Beijing 100081
  • Received:2002-10-22 Online:2003-06-20 Published:2015-01-21

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摘要： 以4~8岁儿童和大学生为被试,用虚拟生物图片为材料,采用2（不提供背景知识和提供背景知识）×6（年龄）的实验设计,考察背景知识对被试分类活动的影响及其年龄特点。结果发现：（1）两种实验条件下均有显著的年龄差异。（2）提供背景知识与否对不同年龄被试分类活动的影响不同,对4~5岁儿童分类活动的影响不显著,对6~8岁儿童及大学生分类活动的影响显著。

关键词: 4~8岁儿童, 大学生, 背景知识, 分类

Abstract: Using 4 to 8 years old children and undergraduates as subjects, dummy pictures as stimuli materials, and 2（background knowledge）×6（age）design, we examined the effects of context on 4 to 8 years old children and undergraduates′ classification. The results are as follows: First, the significant age difference appears under the two conditions. Second, giving or not giving background knowledge has different effects on different ages. The two conditions have no significant effects on 4 to 5 years old children′ classification, but have significant effects on 6 to 8 years old children and under graduates.

Key words: 4 to 8 years old children, undergraduate, background knowledge, classification

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