Tolmie Andrew, Thomson James A, Foot Hugh C, Whelan Kirstie, Morrison Sheila, McLaren Brian
Department of Psychology, University of Strathclyde, Glasgow, UK.
Br J Psychol. 2005 May;96(Pt 2):181-204. doi: 10.1348/000712604X15545.
It was hypothesized that practical training is effective in improving children's pedestrian skills because adult scaffolding and peer discussion during training specifically promote E3 level representation (linguistically-encoded, experientially-grounded, generalizable knowledge), as defined by Karmiloff-Smith's (1992) representational redescription (RR) model. Two studies were conducted to examine in detail the impact of this social input in the context of simulation-based training in roadside search skills. A group of 5-8-year-olds were pre-tested on ability to detect relevant road-crossing features. They then participated in four training sessions designed to promote attunement to these, under peer discussion versus adult guidance conditions (Study 1), and adult-child versus adult-group conditions (Study 2). Performance at post-test was compared with that of controls who underwent no training. Study 1 found that children in the adult guidance condition improved significantly more than those in the peer discussion or control conditions, and this improvement was directly attributable to appropriation of E3 level representations from adult dialogue. Study 2 found that progress was greater still when adult scaffolding was supplemented by peer discussion, with E3 level representation attributable to the children's exploration of conflicting ideas. The implications of these findings for the RR model and for practical road safety education are discussed.
研究假设认为，实践训练在提高儿童行人技能方面是有效的，因为训练过程中的成人引导和同伴讨论特别促进了E3水平的表征（语言编码、基于经验且可推广的知识），这是根据卡米洛夫 - 史密斯（1992）的表征重述（RR）模型所定义的。进行了两项研究，以详细考察在基于模拟的路边搜索技能训练背景下这种社会输入的影响。一组5至8岁的儿童预先接受了检测相关过马路特征能力的测试。然后，他们参加了四次训练课程，这些课程旨在促进对这些特征的适应，分别处于同伴讨论与成人指导条件下（研究1），以及成人 - 儿童与成人 - 小组条件下（研究2）。将测试后的表现与未接受训练的对照组进行比较。研究1发现，处于成人指导条件下的儿童比处于同伴讨论或对照条件下的儿童进步显著更多，并且这种进步直接归因于从成人对话中获取的E3水平表征。研究2发现，当成人引导辅以同伴讨论时，进步更大，E3水平表征归因于儿童对相互冲突观点的探索。讨论了这些发现对RR模型以及实际道路安全教育的意义。
