中文摘要：

以256名10～12岁儿童为被试，采取规则评估方法探讨了儿童在平衡秤任务上的规则使用类型及其年龄特点，并尝试使用认知复杂性和控制理论对此加以分析和解释。结果表明：（1）除了Siegler所谓的四种规则和补偿规则以外，儿童还使用了规则ⅢA和距离规则，其中规则ⅢA并不特指单一的规则，而是代表儿童在掌握了规则Ⅲ之后向更高级的规则Ⅳ发展的不稳定期和过渡期；（2）10～12岁儿童中使用规则Ⅲ的人数显著多于使用补偿规则的人数，对此认知复杂性和控制理论能够提供较好的解释；（3）规则Ⅰ仍是10～12岁儿童使用的主要规则，并非Siegler认为的主要是4、5岁儿童使用此规则。

英文摘要：

The aims of this study were to explore if there was any additional rule besides the four rules （rules Ⅰ , Ⅱ, Ⅲ, and Ⅳ ） proposed by Siegler （1976, 1981） and which rules were used mainly by the 10-12-year-old children. In the study 256 children from grade 4, 5 and 6 （aged 10 to 12） were presented with a computerized balance scale task. The results showed that （1） Children used rule Ⅲ A and the distance rule, apart from the four rules Siegler proposed and the compensation rule. Rule Ⅲ A included a series of specific rules between rules Ⅲ and Ⅳ. （2） The number of children who used rule Ⅲ was greater than that of children who used the compensation rule. （ 3 ） Rule Ⅰ was still the main rule that children aged 10 to 12 used. This result was different from Siegler＇ s argument that children aged 4 or 5 mainly used rule Ⅰ . Finally, we tried to explain these children＇s rules application to the balance scale task in terms of cognitive complexity and the control theory proposed by Zelazo and Frye （1999, 2003）.