对几何概念发展的研究是对人类概念起源研究的重要组成部分之一，而平行概念则是几何概念中极为基础和重要的部分。本研究通过两个实验考察了儿童的平行概念的认知发展，并在正式学习过平行定义的成人上进行了验证。本研究主要聚焦于三个问题。第一，平行概念和相交概念的发展顺序。第二，在平行概念和相交概念形成发展的过程中交点所起到的作用。第三，自然形成的平行概念是广义的（包含平行曲线）还是狭义的（不包含平行曲线）。 本研究设计了三种类型的题目对这三个问题进行考察。分别是基于找不同范式的平行线和相交线问题，基于干扰范式的交点干扰问题以及平行曲线干扰问题。共有96名3-5岁儿童参加了实验一，32名成人参加了实验二。结果表明：（1）平行概念和相交概念是同时形成的，但平行线比相交线在知觉上更为简洁。（2）在平行概念和相交概念形成的早期，儿童对交点是较为敏感的,并且已经正式学习了初等几何的成人在进行判断仍然会受到交点的干扰。（3）在儿童自发形成的平行概念中，平行直线和平行曲线是不同的概念，但可以包含在一个更广义的范畴下，并且正式的狭义平行概念学习并没有改变这一点。

The study on the development of geometric concepts is one of the important parts of human concepts origination. And parallel concept is a basic part of geometric concept. The present study examined the cognitive development of parallel concepts in children and validated it in adults who had formally learned parallel concept through two experiments. This study focused on three issues. Firstly, the development sequence of parallel concepts and intersecting concepts. Secondly, the role of crossover points in the development of parallel and intersecting concepts. Thirdly, the spontaneous concept of parallelism is generalized (including parallel curves) or narrow (excluding parallel curves). Three types of questions were designed to investigate these three issues. They were parallel lines and intersecting lines questions based on odd-one-out paradigm, crossover point interference questions and parallel curve interference questions based on interference paradigm. A total of 96 children aged 3-5 years participated in the experiment 1, and 32 adults participated in the experiment 2. The results indicate that, 1) the parallel concepts and intersecting concepts were formed at the same time, but parallel lines were more concise in perception than intersecting lines. 2) In the early stage of the formation of parallel concept and intersecting concept, children are sensitive to the crossover point. In addition, the performance of adults who have formally learned elementary geometry still interfered by crossover points. 3) In the spontaneous concept of parallel, parallel lines and parallel curves were different concepts, but can be included in a broader category, and formal learning of narrow parallel concepts didn’t change this.