中国科学院心理研究所机构知识库

72名 3至 5岁儿童接受了陈述性知识和程序性知识的学习任务 ,探查他们在获得新知识前后对自己是否“知道”和“会”的认知和知识获取方式的认知。结果显示 ,有部分学前儿童在不知道或不会的情况下报告自己“知道”或“会” ,对自己的判断倾向于作出肯定回答 ; 在学习新知识之后 ,学前儿童对自己是否“知道”的认识要比是否“会”的认识准确 ; 儿童对陈述性知识的获取方式的认识好于程序性知识 ,3岁儿童对知识获取方式的认识存在困难。

72 three - to five - year - old children were asked about their knowledge states at various points during two types of learning tasks. One was a declarative knowledge task about the contents of a set of drawers and the other was a procedural knowledge task about how to perform simple tricks. In both tasks , subjects were exposed to the knowledge in one of two ways by seeing and being told about it . Their understanding of ”knowing that”and ”knowing how”before and after being exposed to the new knowledge , as well as identifying how they learned the knowledge , were the focus of investigation. Before accessing the new knowledge , some subjects in each age group (3 - , 4 - , and 5 - year - olds) reported they ”know”when they did not know at all .After exposure to the knowledge , children’s understanding of ”knowing that”was better than ”knowing how. ”For identifyingsources , 3 - year - olds had great difficulty , whereas older children performed much better , with children in all age groups identifying the sources by which they were exposed to the declarative knowledge tasks better than those for the procedural knowledgetasks.