28th International Congress of Psychology August 8 ... - U-netSURF

to create a paradigm of knowledge that provides certainty. Philosophers refer to this as normative
epistemology. Distribution of knowledge and information contains the process, enabling the
organization to share information and knowledge in a formal as well in an informal way,
promoting learning, production of new knowledge, and understanding. The objective is to offer
the members of the organization a route map whereby which knowledge can be consulted.
2098.8 The age-related difference of knowledge effects in children’s category learning, Kuo
Zhang 1 , Guoen Yin 2 , Jingxin Wang 2 , 1 Jiangxi Normal University, China; 2 Tianjin Normal
University, China
The current research is designed to examine the influence of prior knowledge on children’s
category learning as well as the development of the knowledge effects. The feature-theme
paradigm was adopted in the experiment. And 268 subjects of 3 age groups coming from primary
school and middle school participated this research. The results showed that the senior group
made more promotion on category learning by the influence of prior knowledge than the younger
group, and the knowledge effects were influenced not only by children’s prior knowledge, but also
by children’s capability of information encoding and retrieving.
2098.9 From pretense to representative theory of mind: Effect of pretense training, Ciping
Deng, Ming Liu, East China Normal University, Shanghai, China
Since Leslie’s (1987) analysis of relation between pretense and theory-of-mind (ToM), young
children’s pretense has been a question of common interest in the area. The influence of pretense
on young children’s development of ToM was probed in the study. Sixty 3- to 4-year-olds’
performances in ToM tasks nested in pretend context were examined, but the facilitating effect of
pretense context on children’s performance was not found. However, after 2 weeks’ pretense
training, those children failing in ToM tasks formerly got better scores, showing that pretense
experience enhanced children’s ToM development. Thus, pretense seems play an important role in
ToM development.
2098.10 Analogical reasoning making of children aged 4 to 5 years on one and two dimensions,
Tingyong Feng, Hong Li, Southwest China Normal University, Chongqing, China.
Studied the development of analogical reasoning in three experimental conditions using causal
materials, Ss were 42 children aged 4 to 5 years. Results indicated: nearly all children aged 4 and
5 grasped analogical reasoning on one dimension; the 5 year olds were markedly superior to the 4
year olds in the two-dimension; there was significant difference between the 4 and 4.5 year olds in
the two-dimension; 5.5 year olds were markedly superior to the 5 year olds, to some degree which
reflected that the age of 4.5 to 5.5 is the “rapid development period” of analogical reasoning on
two dimensions.
2098.11 Hemispheric asymmetry of executive inhibition in two subtypes of children with ADHD,
Yonghui Wang, Xiaolin Zhou, Yufeng Wang, Peking University, Beijing, China
A cross-modal interference task was used to examine the potential hemispheric asymmetry of
executive inhibition in two subtypes of children with ADHD (predominantly inattentive and
combined). The results showed that children with ADHD (combined subtype) had a right
hemispheric deficit in conflict control compared with normal controls. The results of which were
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