Polinsky Naomi, Perez Jasmin, Grehl Mora, McCrink Koleen
Department of Psychology, Barnard College, Columbia University.
Mind Brain Educ. 2017 Sep;11(3):144-152. doi: 10.1111/mbe.12145. Epub 2017 Jun 27.
Longitudinal spatial language intervention studies have shown that greater exposure to spatial language improves children's performance on spatial tasks. Can short naturalistic, spatial language interactions also evoke improved spatial performance? In this study, parents were asked to interact with their child at a block wall exhibit in a children's museum. Some parents were instructed to emphasize formal shape terms, others to emphasize spatial goals, and some were not provided scripts. Children were presented with a series of spatial reasoning tasks before and after this parental interaction, and the amount and type of spatial language during the training session was coded for parents and children. We found that (a) parents significantly increased their spatial language use when prompted, (b) children and parents used different types of spatial language in each of the scripted conditions, and
纵向空间语言干预研究表明，更多地接触空间语言可提高儿童在空间任务中的表现。简短的自然空间语言互动能否同样引发空间表现的改善？在本研究中，要求家长在儿童博物馆的积木墙展品处与孩子互动。一些家长被指示强调正式的形状术语，另一些家长被指示强调空间目标，还有一些家长未得到脚本。在这种家长互动前后，让儿童完成一系列空间推理任务，并对训练期间家长和儿童使用的空间语言的数量和类型进行编码。我们发现：（a）在得到提示时，家长显著增加了他们对空间语言的使用；（b）在每种有脚本的情况下，儿童和家长使用了不同类型的空间语言，并且
