术语“具体运算阶段”的详细信息

英译术语:

concrete-operational stage

汉语语境:

采用经典的A:B:C:D范式，设计两类难度不同的图片任务，依据关系-表征复杂性模型从等级复杂性和水平复杂性角度分析任务难度。在此基础上，选取5～9岁115名儿童探讨两类任务上类比推理的特点和发展趋势。结果表明，在简单任务上，前运算阶段儿童已具备了类比推理能力；但在复杂任务上，儿童到了具体运算阶段才具备类比推理能力。

英语语境:

The developmental trends and characteristics of analogical problem-solving in tasks on varied complexity were investigated with classical A:B:C:D paradigm.A sample of 115 children aged 5 to 9 participated the study, and their performances on analogical tasks with varied complexity were explored.Results indicated that:when performing simple tasks, children within preoperational stage showed analogical reasoning ability.However, in complex tasks, only those who had developed into concrete operational stage demonstrated such ability.

英译术语:

specific operational stage

汉语语境:

皮亚杰是发生认识论的理论创始人,他的这一理论受到康德认识论思想、黑格尔辩证法思想以及鲍德温发生学思想的影响。皮亚杰提出的发生认识论为认识论研究提供了一个新的角度。相对于传统认识论只注重认识的结果而言,皮亚杰认为我们更应该注重的是认识的发生与发展的过程。发生认识论以研究儿童的心理发生过程为基础,因为皮亚杰认为儿童心理发生过程与人类的认知过程具有相似性。在此基础上,皮亚杰将认知发展划分为感知运动阶段、前运算阶段、具体运算阶段和形式运算阶段四个阶段。

英语语境:

Piaget is the founder of genetic epistemology, and his theory is influenced by the epistemology of Kant, the dialectics thoughts of Hegelian and the genealogical theory of Baldwin. Piaget’s theory provides a new perspective to research the ideas of epistemology. In Piaget's opinion, the traditional epistemology only pays attention to the results of knowing, but the development of process of knowing is more important than that. The base of genetic epistemology is a research on the process of development of child’s mind, because Piaget thought that the process of development of child’s mind looks like the process of the development of human cognition; they are similar. On this basis, Piaget thought that the development of perception has four parts, it includes the perception movement stage, the former operational stage, the specific operational stage and the formal operational stage.

英译术语:

concrete level

汉语语境:

随着年龄的提高,在两个实验中,处于阶层一的人数都大幅度减少;阶层二的人数也是减少的趋势;而阶层三的人数随年龄的增长呈上升的趋势,只是在两实验中其快速增长期不同,实验一在小三和小五之间有一个快速增长期,实验二的快速增长期在小五和初一之间;在实验一中,小五和初一两年级各有一半以上的被试达到了阶层三的亚阶层Ⅰ,而在实验二中,直到初一才有超过半数的学生达到阶层三,这些都是由于两实验的任务设置和学生对任务的熟悉程度不同而造成的结果,同时,这也意味着,在具体运算阶段的学生能够采用控制变量的策略,来处理实际的、具体的、可直接操作的问题。

英语语境:

With the increase of age, the number in stage one decreases rapidly, which is true to the second stage. At stage three, the number of students increases sharply with ages going up. There is a rapid increasing period in the two experiments, but they are in different ages. In experiment one, there is a rapid increasing period between the third grade and fifth grade, and in experiment two, the period is between the fifth grade and seventh grade. In experiment one, half of grade five and grade seven reach the stage three, and in experiment two, until the seventh grade that half of students reach the stage three. All of these findings results from the different task in two experiments and the degree of familiarity to the two experiments. At the same time, the students who are in the concrete level can deal with problems in an actual、concrete、direct way by using the strategy of controlling variables.