三～六歲幼兒對“物、洞、影”實存性辨識之試探性研究

本研究屬「幼兒物體概念發展」的系列研究之一，其目的主要在探測此概念內涵中，較基礎的推理機制，分別檢視幼兒對「物、洞、影」三者「是否實質存在（簡稱為實存性）」的特性辨識，依序從指認、計數、組成、分割四向度，進行探測。研究者考量幼兒的認知特質，以較淺易的試題，並配合行動訊息的取得，以較真實鑑知生命早期的認知思維。研究結果發現，24名3~6歲幼兒：(1)在「指認」方面，已能明確指認物、洞、影的存在，並呈現物體優先、可視性先於不可視的關注傾向；(2)在「計數」方面，已能作單純體的計數，唯在複合體中，較易呈現物件分離（物）、物形干擾（洞）、物件干擾（影）的偏誤；(3)在「組成」方面，5歲以上，已大致知悉物體與非物體（洞、影）的構成、擴展方式與重量感，唯4歲以下，易類化物體特性於非物體中，呈現非物體「物體化」的思維傾向；(4)在「分割」方面，對於物、洞、影可否分割，其概念成熟期依序為3、5、6歲。而在3歲階段，已能理解物體細部分割後，已非該物體，但仍是原物質，萌發「物質具可分割性」的宏觀粒子思維。

關鍵字

非物體；實存性；物質；重量；概念發展

並列摘要

As a part of the ”Young Children's Conceptual Development about Object” research series, this study aimed to explore the emerging reasoning mechanisms of young children's distinguishing the actual existence of object, hole and shadow through indicating, counting, constituting and dividing. In this study, a relatively simpler test was developed in accordance with the developmental level of young children in order to acquire an authentic picture of the thinking process in early human life. This study provided following results: (1) Young children were able to indicate objects, holes and shadows clearly. Their judgments were object-first and they tended to give priority to visibility over invisibility. (2) Young children made relative more mistakes counting the objects of a complex assemblage than a simple assemblage. They failed in object dividing (object), shape interfering (hole) and object interfering (shadow). (3) Children above 5 years old could readily distinguish objects from non-objects by constitutions, ways of expansion and their weights; while children under 4 years old tended to materialize non-objects. (4) Young children were able to judge the divisibility of objects (age 3 and above), holes (age 5 and above), and shadows (age 6). In addition, 3-year-olds were able to recognize that an object divided is not equivalent to its original, but constitutes the same material. In other words, a rudimentary concept of the macroparticulate may be developing. Overall, for children's object conceptions, our findings indicated a better performance in children's potential than previous research studies.