Huttenlocher Janellen, Vasilyeva Marina, Newcombe Nora, Duffy Sean
University of Chicago, Department of Psychology, 5848 S. University Avenue, Chicago, IL 60637, USA.
Cognition. 2008 Jan;106(1):1-12. doi: 10.1016/j.cognition.2006.12.006. Epub 2007 Feb 5.
The present research examines the ability of children as young as 4 years to use models in tasks that require scaling of distance along a single dimension. In Experiment 1, we found that tasks involving models are similar in difficulty to those involving maps that we studied earlier (Huttenlocher, J., Newcombe, N., & Vasilyeva, M. (1999). Spatial scaling in young children. Psychological Science, 10, 393-398). In Experiment 2, we found that retrieval tasks, where children indicate the location of a hidden object in an actual space are substantially more difficult than placement tasks, where children put a visible object in a particular location in an actual space. We discuss possible implications of the differential difficulty of retrieval and placement tasks for the understanding of symbolic development.
本研究考察了年仅4岁的儿童在需要沿单一维度缩放距离的任务中使用模型的能力。在实验1中，我们发现涉及模型的任务与我们之前研究的涉及地图的任务难度相似（胡滕洛赫尔，J.，纽科姆，N.，& 瓦西里耶娃，M.（1999年）。幼儿的空间缩放。《心理科学》，10，393 - 398）。在实验2中，我们发现检索任务（即儿童指出实际空间中隐藏物体的位置）比放置任务（即儿童将可见物体放置在实际空间中的特定位置）要困难得多。我们讨论了检索任务和放置任务的不同难度对于理解符号发展的可能影响。
