Plumert J M, Hawkins A M
Department of Psychology, the University of Iowa, Iowa City 52242, USA.
Child Dev. 2001 Jan-Feb;72(1):22-36. doi: 10.1111/1467-8624.00263.
Four experiments examined 3- and 4-year-olds' ability to communicate about containment and proximity relations. One hundred twenty-eight children either described where a miniature mouse was hiding in a dollhouse or they searched for the mouse after the experimenter described where it was hiding. The mouse was always hidden with a small landmark that was either in or next to a large landmark. When describing where the mouse was hiding, children were more likely to successfully disambiguate the small landmark when it was in the large landmark (e.g., under the plant in the dresser) than when it was next to the large landmark (e.g., under the plant next to the dresser). When searching for the mouse, 3-year-olds were faster to initiate their searches when the small landmark was in the large landmark than when it was next to the large landmark. Together, these results suggest that there are informational biases in young children's spatial communication.
四项实验考察了3岁和4岁儿童传达包容与接近关系的能力。128名儿童要么描述一只微型老鼠藏在玩具屋里的什么位置，要么在实验者描述老鼠的藏身位置后去寻找它。老鼠总是藏在一个小地标处，这个小地标要么在一个大地标里面，要么在其旁边。在描述老鼠的藏身位置时，当小地标在大地标里面（例如，在衣柜里的植物下面）时，孩子们比当小地标在大地标旁边（例如，在衣柜旁边的植物下面）时更有可能成功消除小地标的歧义。在寻找老鼠时，当小地标在大地标里面时，3岁的孩子开始寻找的速度比小地标在大地标旁边时更快。这些结果共同表明，幼儿在空间交流中存在信息偏差。
