维度变化卡片分类任务中换了规则之后，为什么许多3岁儿童仍固执地按旧规则分类？
In the Dimensional Change Card Sort, why do many three-year-olds keep sorting by the old rule after the rules switch?
任务要求儿童先按颜色给卡片分类，随后改为按形状分类。3岁儿童常继续按颜色分，出现固着性错误：旧的颜色规则已形成优势反应，而抑制它并把新维度纳入计划所需的反思能力与抑制控制尚未成熟，于是旧规则持续主导行为。多数儿童在4岁左右能顺利完成转换，该任务因此成为评估学前执行功能与认知灵活性的经典范式。
Children must first sort cards by color and then switch to sorting by shape. Three-year-olds often persist with color—the perseverative error—because the old rule has become a prepotent response, while the reflection and inhibitory control needed to override it and fold the new dimension into their plan are still immature, so the outdated rule keeps dominating behavior. Most children pass the post-switch phase around age four, which has made the task a classic index of preschool executive function and cognitive flexibility.
难度 专业 · 适合 高中(15-18)
CC BY 4.0 · 已核验 · Verified 2026-11-04
来源 · Source
Zelazo,《The Dimensional Change Card Sort (DCCS): a method of assessing executive function in children》,Nature Protocols,2006 (DOI: 10.1038/nprot.2006.46)
Zelazo, 'The Dimensional Change Card Sort (DCCS): a method of assessing executive function in children', Nature Protocols, 2006, DOI: 10.1038/nprot.2006.46
独立核验依据 · Independent verification: 核验依据 1 Crossref DOI 10.1038/nprot.2006.46
#执行功能 #固着性错误 #认知灵活性 #抑制控制
维果茨基的“最近发展区”是什么？
What is Vygotsky's zone of proximal development?
最近发展区指儿童独立能完成的水平与在更有能力者帮助下能达到的水平之间的差距。教学若落在这一区间、配合“脚手架”支持，最能促进发展。它强调社会互动与文化工具（如语言）在认知成长中的作用。
The zone of proximal development is the gap between what a child can do alone and what they can do with help from a more capable person. Teaching within this zone with scaffolding support promotes development most. It stresses the role of social interaction and cultural tools like language in cognitive growth.
难度 进阶 · 适合 大众
CC BY 4.0 · 已核验 · Verified 2026-08-23 · 2 条独立证据
来源 · Source
林崇德 主编,《发展心理学》人民教育出版社
Lin Chongde ed., Developmental Psychology, People's Education Press
独立核验依据 · Independent verification: 核验依据 2 DOUBAN ISBN 标识 9787107214394（按标识回读: 发展心理学）
#最近发展区 #维果茨基 #脚手架
儿童身上的“自我中心主义”表现在哪里？
How does egocentrism show in children?
皮亚杰所说的前运算期自我中心，指儿童难以从他人视角看世界，常以为自己看到的别人也看到。例如三山任务中，孩子会选自己视角下的山的样子当作别人的答案。这并非自私，而是视角采择能力尚未成熟。
Piaget's preoperational egocentrism is the child's difficulty taking another's viewpoint, assuming others see what they see. In the three-mountains task, a child picks the view from their own seat as the other's answer. It is not selfish but an immature ability to take perspectives.
难度 进阶 · 适合 大众
CC BY 4.0 · 已核验 · Verified 2026-08-23 · 2 条独立证据
来源 · Source
林崇德 主编,《发展心理学》人民教育出版社
Lin Chongde ed., Developmental Psychology, People's Education Press
独立核验依据 · Independent verification: 核验依据 2 DOUBAN ISBN 标识 9787107214394（按标识回读: 发展心理学）
#自我中心 #前运算 #视角采择
什么是“心理理论”（theory of mind）？
What is theory of mind?
心理理论是理解他人拥有与自己不同的信念、愿望和意图，并据此预测其行为的能力。儿童约4岁能通过“错误信念”任务，明白别人可能持有错误看法。它是社交沟通、共情与欺骗识别的基础。
Theory of mind is understanding that others have beliefs, desires, and intentions different from one's own and using that to predict behavior. Around age 4 children pass false-belief tasks, realizing others can hold wrong views. It underlies communication, empathy, and detecting deception.
难度 进阶 · 适合 大众
CC BY 4.0 · 已核验 · Verified 2026-08-23 · 2 条独立证据
来源 · Source
林崇德 主编,《发展心理学》人民教育出版社
Lin Chongde ed., Developmental Psychology, People's Education Press
独立核验依据 · Independent verification: 核验依据 2 DOUBAN ISBN 标识 9787107214394（按标识回读: 发展心理学）
#心理理论 #错误信念 #社会认知
什么是“守恒”？为什么学前儿童常说倒入细高杯子里的水变得“更多”了？
What is conservation, and why do preschoolers often insist that water becomes “more” after being poured into a tall, thin glass?
守恒指理解物体的数量或体积不随外形改变而变化。前运算阶段幼儿受知觉外观支配（中心化），只关注单一维度，看到液面升高便判断水变多了；他们又缺乏可逆性思维，无法在心中撤销倾倒动作。约七岁进入具体运算阶段后，儿童能同时协调两个维度并在心里逆转操作，才真正稳定地掌握守恒。
Conservation is the insight that quantity stays unchanged when appearance changes. Preoperational preschoolers are dominated by looks—centration on a single dimension—so a rising liquid level means “more” water. They also lack reversible thinking and cannot mentally undo the pouring. Only around age seven, in the concrete-operational stage, do children coordinate both dimensions and reverse the operation in their head, thereby mastering conservation.
难度 进阶 · 适合 初中(12-15)
CC BY 4.0 · 来源待核验 · Source pending review
来源 · Source
出处备注：著录含书名，但缺版次 / 出版社 / 年份中的一部分，需编辑补全后才能做独立比对。
皮亚杰《儿童的数概念》（Piaget, J., 1952 英译本，Routledge & Kegan Paul）及其中液体守恒任务
Piaget, J. (1952). The Child's Conception of Number. London: Routledge & Kegan Paul (classic liquid-conservation task)
#守恒 #中心化 #可逆性 #具体运算阶段
皮亚杰的认知发展阶段有哪些？
What are Piaget's stages of cognitive development?
皮亚杰将儿童认知发展分为四个阶段：感知运动期（0-2岁，靠感官动作认识世界）、前运算期（2-7岁，以自我中心表象思维为主）、具体运算期（7-11岁，能逻辑但依赖具体事物）、形式运算期（11岁以上，可进行抽象假设推理）。各阶段有质的差异而非单纯知识增多。
Piaget divided cognitive development into four stages: sensorimotor (0-2, knowing through senses and action), preoperational (2-7, egocentric representational thought), concrete operational (7-11, logical but tied to concrete things), and formal operational (11+, abstract hypothetical reasoning). Stages differ qualitatively, not just by more knowledge.
难度 入门 · 适合 大众
CC BY 4.0 · 已核验 · Verified 2026-08-23 · 2 条独立证据
来源 · Source
林崇德 主编,《发展心理学》人民教育出版社
Lin Chongde ed., Developmental Psychology, People's Education Press
独立核验依据 · Independent verification: 核验依据 2 DOUBAN ISBN 标识 9787107214394（按标识回读: 发展心理学）
#皮亚杰 #认知发展 #发展阶段
什么是“客体永久性”（object permanence）？
What is object permanence?
客体永久性是指理解“看不见的物体依然存在”的能力，是感知运动期的重要成就。在此之前，婴儿认为物体消失就不存在，所以会停止寻找。大约8-12个月婴儿开始在遮挡后主动寻找藏起的玩具，标志该能力出现。
Object permanence is the understanding that things continue to exist even when out of sight, a key achievement of the sensorimotor stage. Before it, infants act as if a disappeared object ceases to exist and stop looking for it. Around 8-12 months they begin searching for a hidden toy, marking its emergence.
难度 入门 · 适合 大众
CC BY 4.0 · 已核验 · Verified 2026-08-23 · 2 条独立证据
来源 · Source
林崇德 主编,《发展心理学》人民教育出版社
Lin Chongde ed., Developmental Psychology, People's Education Press
独立核验依据 · Independent verification: 核验依据 2 DOUBAN ISBN 标识 9787107214394（按标识回读: 发展心理学）
#客体永久性 #感知运动 #婴儿