Department of Psychology, University of Greifswald, Greifswald, Germany.
Dev Psychol. 2010 Jan;46(1):266-78. doi: 10.1037/a0018040.
In a series of 3 experiments modeled after infant studies, 3- to- 6-year-old children's intuitive knowledge about support was assessed. Different objects were shown either sufficiently supported or not. Children had to predict whether a block would remain standing on a platform upon release or make perceptual judgments about the possibility of a shown block-on-platform configuration. Overall, performance was strongly age-related and independent of task context. Sensitivity for the amount of contact between object and support was clearly evidenced for each of the age-groups tested and was almost perfect in 5- and 6-year-olds. By contrast, sensitivity for the proportion of an object's volume positioned over the support was only marginally reliable in 3-year-olds and still far from perfect in 6-year-olds. It is concluded that basic intuitions about support undergo distinct developmental change beyond infancy and are not yet fully developed in kindergartners.
在一系列以婴儿研究为模型的实验中，评估了 3 至 6 岁儿童关于支撑的直观知识。不同的物体要么被充分支撑，要么没有。孩子们必须预测一个方块在释放后是否会留在平台上，或者对一个方块在平台上的配置的可能性做出感知判断。总的来说，表现与年龄密切相关，与任务背景无关。对于每个测试的年龄组，物体与支撑之间的接触量的敏感性都有明显的证据，而在 5 岁和 6 岁的儿童中几乎是完美的。相比之下，物体体积在支撑上的位置比例的敏感性在 3 岁儿童中仅略微可靠，而在 6 岁儿童中仍然远未完美。研究结论认为，关于支撑的基本直觉在婴儿期之后会发生明显的发展变化，而在幼儿园儿童中还没有完全发展。
