Institute of Developmental Psychology, Beijing Normal University, China.
Institute of Developmental Psychology, Beijing Normal University, China.
Cognition. 2019 Aug;189:131-140. doi: 10.1016/j.cognition.2019.03.022. Epub 2019 Apr 3.
Young children are exposed to symmetrical figures frequently before they are taught the concept of symmetry, which is a valuable experience for the development of geometry; however, limited research has explored how this concept develops. This study investigated the developmental sequence of "general symmetry" concept and "specific symmetry" concepts (i.e., bilateral, rotational, and translational symmetry) with 106 4-6-year-old children using a symmetry deviant detection task. The test examined children's conception of general symmetry against asymmetry, specific symmetry against asymmetry, and discrimination of specific symmetries. The results suggested that the concept of symmetry develops as a differentiation process. The concept of general symmetry was acquired first, followed by specific symmetries which were acquired in sequential order.
儿童在学习对称概念之前，经常接触对称图形，这对几何的发展是很有价值的经验；然而，目前对于该概念的发展过程，相关研究还很有限。本研究采用对称偏离检测任务，对 106 名 4-6 岁儿童的“一般对称”概念和“具体对称”概念（即双边、旋转和平移对称）的发展顺序进行了研究。测试通过让儿童辨别一般对称和非对称、具体对称和非对称，以及辨别具体对称的类型，考察了儿童对一般对称概念的理解。结果表明，对称概念的发展是一个区分的过程。儿童首先获得了一般对称的概念，然后按顺序获得了具体对称的概念。
