摘要：Learning is one of the most important aspects of children's behaviour.A new theory that emerged from evolutionary principles and information-processing models assumes learning to be run by two basic mechanisms: variability and selection.The theory is based on the underlying assumption that intra-individual variability of strategies that children use to solve a problem,is a core mechanism of learning change.This assumption was tested in the case of multiple classification (MC) task.30 6-year-old children were tested for intelligence,short-term memory,and MC.Procedure followed classical pre-test/learning/post-test scheme.Amount of learning was measured through percentage of correct answers before and after learning sessions,whereas intra-individual variability was assessed through children's explanations of their answers on MC problems.The results yielded intra-individual variability to explain learning changes beyond inter-individual differences in intelligence or short-term memory.Although the results rose some new questions to be considered in further research,the data supported the hypothesis of intra-individual variability as predictor of learning change.
其他摘要：Učenje je eden izmed ključnih fenomenov pri razumevanju otrokovega vedenja.V razvojni psihologiji je v zadnjem desetletju postala pomembna t.i.evolucijska teorija kognitivnega razvoja,ki učenje pojasnjuje preko mehanizma variabilnosti in selekcije pristopov in konceptov,ki jih posameznik uporablja med reševanjem dololčene naloge.Teorija temelji na predpostavki,da intraindividualna variabilnost ni napaka merjenja,ampak generična lastnost mišljenja,ki posamezniku omogoča učenje in razvoj.To predpostavko smo preverjali s pomočjo Piagetove naloge multiple klasifikacije.V treh ocenjevalnih in štirih učnih testiranjih smo 30 šestletnih otrok preizkusili s testom inteligentnosti,lestvico kratkoročnega spomina ter 132 nalogami multiple klasifikacije.Pri nalogah multiple klasifikacije so otroci najprej izbrali pravilno rešitev in jo nato razložili.Razliko med odstotkom pravilnih rešitev pred in po učenju smo uporabili kot mero učne uspešnosti,število različnih razlag pa kot mero intraindividualne variabilnosti.Ugotovili smo,da intraindividualna variabilnost pojasnjuje učne spremembe neodvisno od IQ ali kratkoročnega spomina.Rezultati so podprli hipotezo o intraindividualni variabilnosti kot prediktorju učne uspešnosti,hkrati pa odprli tudi nekatera nova vprašanja.
关键词：learning;children;theory of evolution;cognitive development
