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首页> 外文期刊>Cognition: International Journal of Cognitive Psychology >The importance of differentiation in young children's acquisition of expertise
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The importance of differentiation in young children's acquisition of expertise

机译：差异在幼儿获得专业知识中的重要性

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摘要

In a short-term longitudinal study, stories told about novel creatures conveyed information varying in its capability for differentiating. Depending on the context, a bodily feature could be functionally undifferentiated (FUF), meaning that its subtypes (e.g., eyes of two forms) shared a generic function ("seeing"), or functionally differentiated (FDF), meaning that each subtype's function was unique to it (e.g., only a "hooded eye" could "see in a sandstorm"). 5- to 6-year-olds who heard 8 stories, but not those who heard only 4, cited FDFs more than FUFs in a pair-justification test of judged similarity; and their delayed recall of specific story events was greater when FDFs rather than FUFs were involved. In the absence of direct instruction, young children show sensitivity to the degree of differentiation afforded by feature-function relations.
机译：在一项短期的纵向研究中，有关新颖生物的故事讲述的信息具有不同的区分能力。根据上下文的不同，身体特征可能在功能上没有区别（FUF），这意味着其子类型（例如，两种形式的眼睛）共享通用功能（“看见”），或者在功能上有所区别（FDF），这意味着每种子类型的功能是它的独特特征（例如，只有“戴兜帽的眼睛”才能“看到沙尘暴”）。在判断相似性的成对合理性测试中，听过8个故事，但听不到4个故事的5至6岁儿童则认为FDF比FUF多。当涉及FDF而不是FUF时，他们对特定故事事件的延迟回忆会更大。在没有直接指导的情况下，幼儿表现出对特征-功能关系所赋予的分化程度的敏感性。

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