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Ask me why, don't tell me why: Asking children for explanations facilitates relational thinking
Developmental Science ( IF 3.1 ) Pub Date : 2022-05-02 , DOI: 10.1111/desc.13274 Erik Brockbank 1 , Tania Lombrozo 2 , Alison Gopnik 3 , Caren M Walker 1
Developmental Science ( IF 3.1 ) Pub Date : 2022-05-02 , DOI: 10.1111/desc.13274 Erik Brockbank 1 , Tania Lombrozo 2 , Alison Gopnik 3 , Caren M Walker 1
Affiliation
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Identifying abstract relations is essential for commonsense reasoning. Research suggests that even young children can infer relations such as “same” and “different,” but often fail to apply these concepts. Might the process of explaining facilitate the recognition and application of relational concepts? Based on prior work suggesting that explanation can be a powerful tool to promote abstract reasoning, we predicted that children would be more likely to discover and use an abstract relational rule when they were prompted to explain observations instantiating that rule, compared to when they received demonstration alone. Five- and 6-year-olds were given a modified Relational Match to Sample (RMTS) task, with repeated demonstrations of relational (same) matches by an adult. Half of the children were prompted to explain these matches; the other half reported the match they observed. Children who were prompted to explain showed immediate, stable success, while those only asked to report the outcome of the pedagogical demonstration did not. Findings provide evidence that explanation facilitates early abstraction over and above demonstration alone.
中文翻译：
问我为什么，不要告诉我为什么：要求孩子解释有利于关系思维
识别抽象关系对于常识推理至关重要。研究表明，即使是年幼的孩子也能推断出“相同”和“不同”等关系，但往往无法应用这些概念。解释的过程是否有助于关系概念的识别和应用？根据之前的工作表明解释可以成为促进抽象推理的有力工具，我们预测当儿童被提示解释观察实例化该规则时，与他们接受示范时相比，他们更有可能发现和使用抽象关系规则独自的。5 岁和 6 岁的儿童接受了修改后的样本关系匹配 (RMTS) 任务，并由成年人反复演示关系（相同）匹配。一半的孩子被提示解释这些比赛；另一半报告了他们观察到的比赛。被提示解释的孩子们立即取得了稳定的成功，而那些只被要求报告教学示范结果的孩子却没有。调查结果提供的证据表明，解释可以促进早期抽象，而不仅仅是演示。
更新日期：2022-05-02
中文翻译：
问我为什么，不要告诉我为什么：要求孩子解释有利于关系思维
识别抽象关系对于常识推理至关重要。研究表明，即使是年幼的孩子也能推断出“相同”和“不同”等关系，但往往无法应用这些概念。解释的过程是否有助于关系概念的识别和应用？根据之前的工作表明解释可以成为促进抽象推理的有力工具，我们预测当儿童被提示解释观察实例化该规则时，与他们接受示范时相比，他们更有可能发现和使用抽象关系规则独自的。5 岁和 6 岁的儿童接受了修改后的样本关系匹配 (RMTS) 任务，并由成年人反复演示关系（相同）匹配。一半的孩子被提示解释这些比赛；另一半报告了他们观察到的比赛。被提示解释的孩子们立即取得了稳定的成功，而那些只被要求报告教学示范结果的孩子却没有。调查结果提供的证据表明，解释可以促进早期抽象，而不仅仅是演示。
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