Okabayashi Haruo
Department of Educational Psychology, Yamanashi University, Takeda, Kofu 400-8510.
Shinrigaku Kenkyu. 2003 Apr;74(1):1-8. doi: 10.4992/jjpsy.74.1.
It is hypothesized that a bird's-eye view affects children's thinking on the transition from route to configurational knowledge. Children were asked to make a cognitive map about the region where they live. Then each child was identified whether he had a bird's-eye view or not according to the small-scale space task (i.e., "apples on the table" task) and the large-scale space task (i.e., "a landscape" task). The results of cognitive mapping showed that the children who had a bird's-eye view on the small- and large-scale space tasks produced a number of "node," "path," and "landmark" and also could place the targets better than the children who did not have a bird's-eye view. It is discussed that there is relationship between a bird's-eye view and production of nodes, and that a bird's-eye view could affect children's cognitive mapping on the transition from route to configurational knowledge.
据推测，鸟瞰视角会影响儿童在从路线知识向布局知识转变过程中的思维。要求儿童制作一幅关于他们居住区域的认知地图。然后根据小规模空间任务（即“桌上的苹果”任务）和大规模空间任务（即“一幅风景画”任务）来确定每个孩子是否具有鸟瞰视角。认知地图的结果表明，在小规模和大规模空间任务中具有鸟瞰视角的儿童产生了更多的“节点”“路径”和“地标”，并且比没有鸟瞰视角的儿童能更好地放置目标。本文讨论了鸟瞰视角与节点产生之间的关系，以及鸟瞰视角可能会影响儿童在从路线知识向布局知识转变过程中的认知地图绘制。
