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第三章 学习必须跨越的屏障

作者:日-今井睦美 当前章节:2370 字 更新时间:2026-6-22 19:54

[1] Spelke, E. S. (1990). Principles of object perception. Cognitive Science, 14, 29~56.

[2] Wynn, k. (1992) . Addition and subtraction by human infants. Nature, 358, 749~750.

[3] Carey, S. (2009). Origin of Concepts. Oxford University Press.

[4] Smith, C., Carey, S, & Wiser, M. (1985). On differentiation: A case study of the development of the concepts of size, weight and density. Cognition, 21, 177~227.

[5] Samarapungavan, A., Vosniadou, S. & Brewer, W. F. (1996). Mental models of the earth, sun and moon: Indian children's cosmologies. Cognitive Development, 11, 491~521.

[6] MacCloskey, M. (1983) . Naïve theories of motion. In D. Gentner& A. L., Stevens (Eds. ). Mental Models. Lawarence Erlbaum.

[7] Clement, J. (1982). Students' preconceptions in introductory mechanics. American Journal of Physics, 50, 66~71.

[8] Galilei, G. (1590), De Mtu. In I. E. Drabkin & S. Drake (tr. & Eds.) Galilelo Galiei:"On Motion" and "On Mechanics". University of Wisconsin Press, 1960.

[9] Nersessian, N. J. (1992). How do scientists think? Capturing the dynamics of conceptual change in science. In R. N. Giere(Ed. ) Cognitive models of Science, Volume XV, University of Minnesota Press, Studies in the Philosophy of Science.

[10] Nersessian, N. J. (2008). Creating Scientific Concepts. MIT Press.

[11] 今井睦美(1993).外国语学习者の语汇学习における问题点——言叶の意味表象の见地から.教育心理学研究,41(3),pp. 243~253.

[12] 今井睦美(2010).ことばと思考.岩波新书.

[13] 今井睦美、佐治伸郎(2010).外国语学习研究への认知心理学の贡献——语意と语汇の学习の本质をめぐって(市川伸一编.现代认知心理学的五大发展与学习.北大路书房)

[14] 今井睦美(2014).早期英语教育導入の前に考えなければならないこと(子安增生,仲真纪子编著.こころが育つ環境をつくる―発達心理学からの提言.新曜社).

[15] Ellen Bialystok, Kenji Hakura(2000).外国語はなぜなかなか身につかないか―第二言語学習の謎を解く.重野纯译,新曜社.(原著)Bialystok, E. & Hakura, K. (1994). In Other Words: The Science and Psychology of Second-language Acquisition. Harper Collins Publishers.

[16] Wason, P. C. &Shapiro, D. (1971). Natural and contrived experience in a reasoning task. The Quarterly Journal of Experimental Psychology, 23, 63~71.

[17] Chi, M. T. H. (1992). Conceptual change within and across ontological categories : Examples from learning and discovery in science. In R. N. Giere & H. Feigl (Eds. ). Minnesota Studies in the Philosophy of Science(pp. 129~186), University of Minnesota press.

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