从毕生发展的角度看个体分类倾向的两次转变——材料的生命性和可操作性的作用
The Two Transformations of An Individual's Object Categorization Tendency with A Lifespan View: The Role of the Living Character and Manipulability of the Materials

研究从毕生发展的视角考察了个体分类倾向的发展轨迹,并探讨任务材料内容可能对其产生的影响。选取幼儿园、小学、中学、大学和中老年个体各30名作为研究对象,记录他们面对不同的分类材料(有/无生命、高/低可操作性)的分类倾向。结果表明个体的分类倾向经历了两次转变:(1)进入小学后主题分类倾向逐渐降低,并在2、3年级时最低;(2)进入中学之后,个体逐渐恢复对主题分类倾向的偏好,中学和大学的个体面对含有生命体或是可操作性高的材料会比面对非生命体或可操作性低的材料时,更倾向于使用主题分类的策略。这一结果表明,个体对不同材料内容的分类倾向的发展轨迹存在差异,研究结果有助于理解个体概念组织的形成和发展过程。
The current study focused on the developmental trajectory of the object categorization tendency of an individual, and the influence of the categorical content. We recruited subjects from kinder-garden, primary school, middle school, college and middle-aged and elderly groups, each of which has 30 individuals respectively. We recorded their categorization tendency when facing different materials (living/non-living, high/low manipulability). Results showed that (1)there were two transformations of the object categorization tendency during the development. Thematic categorization tendency decreased after children starting school. It reached the lowest point at grade 2. (2)Children would gradually regain their preference towards the thematic categorization after entering secondary school. When the middle school students and undergraduates faced the object categorization task containing animated or highly operable materials, they preferred to use thematic categorization strategy. The results indicate that the contents of the materials play a different role in the development of categorization tendency during one's whole life. These results would help us understand the formation and development of an individual's concept organization.