Rosser R A, Ensing S S, Mazzeo J, Horan P F
J Genet Psychol. 1985 Sep;146(3):379-87. doi: 10.1080/00221325.1985.9914466.
Forty children between ages 6 and 8 were administered a set of spatial perspective tasks. On half of the items, children responded by rotating a duplicate of the target display; on the remainder, children reconstructed the displays to correspond to a perspective view. The displays differed as to whether they contained marked or unmarked objects. On the basis of an information-processing analysis of these tasks, we predicted that the response-type variables and stimulus variables would interact in known ways. Analysis of variance results revealed a good fit with the hypothesized outcomes. Main effects were detected for age, which favored older children, and for display, which favored unmarked objects; the rotation task proved easier. Significant interactions revealed that task demands increasing task difficulty were more problematic in the construction task than in the rotation task, as predicted.
对40名6至8岁的儿童进行了一系列空间视角任务测试。在一半的项目中，儿童通过旋转目标显示器的复制品来做出反应；在其余项目中，儿童重建显示器以使其与透视图相对应。显示器根据其中包含有标记或无标记的物体而有所不同。基于对这些任务的信息处理分析，我们预测反应类型变量和刺激变量将以已知方式相互作用。方差分析结果显示与假设结果非常吻合。检测到年龄的主效应，年龄较大的儿童占优势；还有显示器的主效应，无标记物体占优势；旋转任务被证明更容易。显著的相互作用表明，正如预测的那样，任务要求增加任务难度在构建任务中比在旋转任务中更成问题。
