Kloos Heidi, Haddad Jeffrey M, Keen Rachel
Department of Psychology, University of Massachusetts, Amherst, MA 01003, USA.
Infant Behav Dev. 2006 Apr;29(2):243-50. doi: 10.1016/j.infbeh.2005.12.006. Epub 2006 Jan 19.
In previous research 2-year-olds have failed to show knowledge of solidity in a search task in which a ball rolled behind a screen and was stopped by a barrier. The screen had four doors and the barrier was visible above the door hiding the ball. To establish what cues 2-year-olds might be using, precise point-of-gaze measures were taken during the hiding event. A transparent screen with opaque doors provided two cues: (1) the ball could be tracked until it failed to emerge, and (2) the barrier's position could indicate the correct door. Point-of-gaze measures revealed that children failed to use the more indirect cue of the barrier, which requires reasoning and spatial integration. Their search success was predicted only by the more immediate cue of actively tracking the ball. These findings support the claim that children use best those cues directly related to the object's disappearance, while failing to use cues that entail higher cognitive demands.
在先前的研究中，在一项搜索任务里，当一个球滚到屏幕后面并被一个障碍物挡住时，两岁的孩子未能表现出对物体坚固性的认知。屏幕有四扇门，障碍物在隐藏球的那扇门上方可见。为了确定两岁的孩子可能使用了哪些线索，在隐藏过程中进行了精确的注视点测量。一个带有不透明门的透明屏幕提供了两个线索：（1）球可以被追踪到它不再出现，（2）障碍物的位置可以指示正确的门。注视点测量结果显示，孩子们没有使用障碍物这个更间接的线索，而这需要推理和空间整合。他们的搜索成功仅由积极追踪球这个更直接的线索来预测。这些发现支持了这样一种观点，即孩子们最善于使用那些与物体消失直接相关的线索，而不会使用那些需要更高认知要求的线索。
