[1] 墨森 P H, 康杰 J J, 凯根 P J. 儿童发展与个性. 缪小春, 刘金花, 武进之, 李丹等译. 上海: 上海教育出版社, 1990. 258~259 [2] Newell A, Simon I I. Human problem solving. Englewood Cliffs, NJ: Prentice-Hall. 1972 [3] Klauer K J, Willmes K, Phye G D. Inducing inductive reasoning: Does it transfer to fluid intelligence? Contemporary Educational Psychology. 2002, 27, 1~25 [4] Gentner D. Structure-mapping: A Theoretical Framework for Analogy. Cognitive Science. 1983, 7, 155~170 [5] 孟昭兰. 婴儿心理学. 北京: 北京大学出版社, 1997. 159~170 [6] 弗拉维尔 J H, 米勒 P H, 米勒 S A. 认知发展. 上海: 华东师范大学出版社, 2002. 99~143 [7] Schneider W, Chein J M. Controlled and automatic processing:Behavior, theory, and biological mechanisms. Cognitive Science, 2003, 27, 525~559 [8] Kroger J K, Holyoak K J, Hummel J E. Varieties of sameness: The impact of relational complexity on perceptual comparisons. Cognitive Science, 2004, 28: 335~358 [9] Alloway T P, Gathercole S E, Willis C, et al. A structural analysis of working memory and related cognitive skills in young children. Joumal of Experimental Child Psychology, 2004, 87, 85~106 [10] Action G S, Schroeder D H. Sensory discrimination as related to general intelligence. Intelligence, 2001, 29: 263~271 [11] Zayan Rene Vauclair J. Categories as paradigms for comparative cognition. Behavioural Processes, 1998, 42, 87~99 |