Kolinsky R, Morais J, Content A, Cary L
Laboratoire de Psychologie Expérimentale, Université Libre de Bruxelles, Belgium.
Perception. 1987;16(3):399-407. doi: 10.1068/p160399.
Preschool children, primary school children, and unschooled adults were tested on the part-probe task designed by Palmer. Relatively high scores were obtained with all groups on parts which had a 'good' relationship with the figure. However, the ability to find more deeply embedded segments was not present in the preschool children or in the unschooled adults. This indicates that the processes of postperceptual analysis necessary to find a part in a figure are neither built-in nor the consequence of mere cognitive growth, but depend on the instruction or experience usually provided in school. Such processes should not be confused with those that lead to form perception. Inspection of the part-figure pairs and of the corresponding detection scores suggests the importance of several stimulus properties.
对学龄前儿童、小学生和未受过学校教育的成年人进行了由帕尔默设计的部分探测任务测试。所有组在与图形有“良好”关系的部分上都获得了相对较高的分数。然而，学龄前儿童和未受过学校教育的成年人都没有找到更深层次嵌入部分的能力。这表明在图形中找到一个部分所需的知觉后分析过程既不是天生的，也不是单纯认知发展的结果，而是取决于学校通常提供的指导或经验。此类过程不应与那些导致形状感知的过程相混淆。对部分与图形的配对以及相应的检测分数的检查表明了几种刺激属性的重要性。
