Lehnung Maria, Leplow Bernd, Ekroll Vebjörn, Herzog Arne, Mehdorn Maximilian, Ferstl Roman
Department of Psychology, University of Kiel, Germany.
Scand J Psychol. 2003 Apr;44(2):79-86. doi: 10.1111/1467-9450.00324.
The role of locomotion in the acquisition and transfer of spatial knowledge was investigated in 144 five-, seven- and eleven-year-old children. Two experiments were conducted in the Kiel locomotor maze. In the first experiment, one group of children explored the spatial layout by walking through the maze, while another learned the maze by surveying the layout. In the second experiment, children were exposed to one of two orientation tests in the maze, one of which could be solved using "landmark orientation", the other only using a "relational place orientation". Children sitting by the side of the experimental chamber surveying the maze needed fewer trials to learn the spatial layout than children exploring the environment in the locomotion condition, but in the orientation test demanding the "relational place orientation" children who had explored the maze in the locomotion condition outperformed the children in the non-locomotion condition. Results are discussed in the context of cognitive mapping models.
研究人员对144名5岁、7岁和11岁儿童进行了调查，以探究运动在空间知识获取和转移中的作用。在基尔运动迷宫中进行了两项实验。在第一个实验中，一组儿童通过在迷宫中行走来探索空间布局，而另一组则通过查看布局来学习迷宫。在第二个实验中，孩子们在迷宫中接受两种定向测试之一，其中一种可以通过“地标定向”解决，另一种只能通过“关系位置定向”解决。坐在实验室外观察迷宫的孩子比在运动条件下探索环境的孩子需要更少的试验次数来学习空间布局，但在要求“关系位置定向”的定向测试中，在运动条件下探索迷宫的孩子表现优于非运动条件下的孩子。研究结果在认知地图模型的背景下进行了讨论。
