认知与发展心理学研究室知识库

    特殊领域知识的发展是幼儿认知发展的重要方面。过去大量研究考察了幼儿朴素心理学、朴素物理学和朴素生物学理论的形成和发展，而这三个领域的发展是否同步的问题研究得很少。本研究从幼儿因果解释的角度出发，以90名3-5岁幼儿为被试，考察这一有关的发展。主要研究结果如下:
    1)幼儿对心理、物理和生物现象作出不同的因果解释在3岁已开始发生，其解释能力随年龄增长而提高，5岁幼儿基本上能对心理、物理和生物现象作出相应的因果解释;
    2)幼儿对心理、物理和生物现象作出因果解释的发展是不同步的，受任务影响表现出不同的发展次序，对生物现象解释发展滞后于对物理现象解释的发展;
    3)幼儿在生理需要不满足的情境中表现出的因果解释水平要高于愿望不满足情境。

  Enriching domain-specific knowledge is important in children's cognitive development. A lot past researches have explored the question that when children got their naive psychological, naive physical and nave biological knowledge system, while little had been done about the question that whether different knowledge systems develop at the same time. From the aspect of children's causal explanative development, this research designed three experiments on 90
subjects who aged 3- to 5-year-old. Results are as follow.
  1 In this research, 3-year-old kindergartens' capability in offering suitable explanations for psychological, physical and biological phenomena has already developed, and still develops as they grow older. 5-year-old children basically can offer suitable explanations for psychological, physical and biological phenomena;
    2 In this research, kindergarten's development in offering explanations for psychological, physical and biological phenomena develops unsynchronized; in different experiments children's explanation for the three kinds of phenomena develops in different orders, cognitive development in offering nave biological explanation develops afterward naive physical explanation;
    3 In the situation which the dramatis personae's physical needs unsatisfied, children show higher capability in offering suitable explanations than in the situation which the dramatis personae's desire unsatisfied.