Abstract We conducted a conceptual replication of Chi and Koeske (1983) and Gobbo and Chi's (1986) studies on children's knowledge acquisition. One hundred elementary school students (86 through 159 months of age, in school grades 1 through 7) were asked to recall information about Harry Potter and the Sorcerer's Stone, the first of the books in the Harry Potter series. A quantitative measure of expertise was derived by a summation of factor loadings that were drawn from a free response and trivia task and from the number of Harry Potter books and movies a child reported having read or watched. Different measures of expertise were strongly intercorrelated but were only moderately correlated with age or grade. Although there was a significant correlation between age or grade and knowledge acquisition and expertise, nearly every other measure that correlated with expertise maintained statistical significance, even when we controlled for age or grade. Furthermore, regardless of age or grade, children with higher knowledge acquisition and expertise scores sorted characters more cohesively, with more sophistication, and used more categories that require a deep understanding of the Harry Potter domain. These results reinforce the idea that expertise is an aspect of knowledge that can be separated from a child's level of cognitive development and is associated with a deeper and richer knowledge base.

中文翻译：

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Accio Knowledge：哈利波特领域的儿童知识获取

摘要 我们在概念上复制了 Chi 和 Koeske（1983）以及 Gobbo 和 Chi（1986）关于儿童知识获取的研究。一百名小学生（86 至 159 个月大，在学校 1 至 7 年级）被要求回忆有关《哈利波特与魔法石》的信息，这是《哈利波特》系列的第一本书。对专业知识的定量测量是通过对自由回答和琐事任务以及孩子报告阅读或观看的哈利波特书籍和电影的数量得出的因子载荷的总和得出的。不同的专业知识测量有很强的相关性，但与年龄或等级仅适度相关。尽管年龄或年级与知识获取和专业知识之间存在显着相关性，即使我们控制了年龄或年级，几乎所有与专业知识相关的其他指标都保持了统计显着性。此外，无论年龄或年级，知识获取和专业分数较高的孩子对字符的排序更紧密，更复杂，使用的类别更多，需要对哈利波特领域有深入的了解。这些结果强化了这样一种观点，即专业知识是知识的一个方面，可以与儿童的认知发展水平分开，并与更深入和更丰富的知识库相关联。知识获取和专业得分较高的孩子对字符的排序更紧密、更复杂，并使用更多需要深入了解哈利波特领域的类别。这些结果强化了这样一种观点，即专业知识是知识的一个方面，可以与儿童的认知发展水平分开，并与更深入和更丰富的知识库相关联。知识获取和专业得分较高的孩子对字符的排序更紧密、更复杂，并使用更多需要深入了解哈利波特领域的类别。这些结果强化了这样一种观点，即专业知识是知识的一个方面，可以与儿童的认知发展水平分开，并与更深入和更丰富的知识库相关联。