儿童对复杂性的偏好作为比较动机中感知单元的函数。
Children's preference for complexity as a function of perceived units in collative motivation.
作者信息
Alberti E T, Witryol S L
机构信息
Department of Psychology, U-20, University of Connecticut, Storrs 06268.
出版信息
J Genet Psychol. 1990 Mar;151(1):91-101. doi: 10.1080/00221325.1990.9914646.
The purpose of this investigation was to manipulate a constant number of four elements (red and blue rectangles) to represent differentially perceived units of complexity. The hypothesis that motivational arousal and choice preferences of second- and fifth-grade children would be a positive function of the number of perceived units, ranging from one to four, was confirmed, consistent with Berlyne's (1960) theory. When the number of elements was held constant at three, as compared to four, similar results were obtained in a test at two intermediate levels of complexity. Implications for organization of elements and the effects of symmetry in determining children's preferences for levels of complexity are discussed.
本研究的目的是操控四个恒定元素（红色和蓝色矩形）来代表不同感知到的复杂单元。二、五年级儿童的动机唤醒和选择偏好将是从一到四个感知单元数量的正函数这一假设得到了证实，这与伯利恩（1960年）的理论一致。当元素数量保持在三个时，与四个相比，在两个中等复杂程度水平的测试中获得了类似的结果。文中讨论了元素组织的影响以及对称性在决定儿童对复杂程度偏好方面的作用。
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