Saracho O N
Department of Curriculum and Instruction, College of Education, University of Maryland, College Park 20742.
Percept Mot Skills. 1990 Jun;70(3 Pt 1):915-21. doi: 10.2466/pms.1990.70.3.915.
300 children ages 3 to 5 yr. were tested for their cognitive style, measured by the Preschool Embedded Figures Test, and their play preferences, measured by the Play Rating Scale, observed and recorded. A repeated-measures multivariate analysis of variance showed that (1) field-independent children favored all types of play more than field-dependent children, (2) field-dependent and -independent boys engaged more in physical and block play than did the girls, (3) order of preference for play differed between field-dependent and field-independent children (e.g., field-dependent children preferred physical, dramatic, and manipulative play, while field-independent children preferred dramatic, physical, manipulative and block play), (4) boys engaged more in all forms of play than girls, and (5) order of preference for play differed between boys and girls. Boys preferred physical, block, dramatic and manipulative play, while girls preferred dramatic, manipulative, physical, and block play.
对300名3至5岁的儿童进行了测试，通过学前嵌入式图形测试测量他们的认知风格，通过游戏评定量表测量他们的游戏偏好，并进行观察和记录。重复测量多因素方差分析表明：（1）场独立型儿童比场依存型儿童更喜爱所有类型的游戏；（2）场依存型和场独立型男孩比女孩更多地参与体育游戏和积木游戏；（3）场依存型儿童和场独立型儿童对游戏的偏好顺序不同（例如，场依存型儿童更喜欢体育游戏、戏剧游戏和操作性游戏，而场独立型儿童更喜欢戏剧游戏、体育游戏、操作性游戏和积木游戏）；（4）男孩比女孩更多地参与所有形式的游戏；（5）男孩和女孩对游戏的偏好顺序不同。男孩更喜欢体育游戏、积木游戏、戏剧游戏和操作性游戏，而女孩更喜欢戏剧游戏、操作性游戏、体育游戏和积木游戏。
