Gzesh S M, Surber C F
Child Dev. 1985 Oct;56(5):1204-13.
The present study evaluated the effects of stimulus complexity and rule usage on a visual perspective-taking task. Preschoolers, first, third, and fifth graders, and adults were shown arrays of dolls and performed a series of perspective-taking tasks. Errors decreased with age, and more errors occurred with the more complex visual arrays. A significant number of errors were made in self-view trials, especially by the preschoolers, showing that the ability to relate an array to a pictorial representation of it is not perfect. A conditional probability analysis showed that most egocentric errors were not due to an inability to relate the array to pictorial representations, but rather to a lack of mastery of Flavell's different positions--different views rule. When the array was covered, however, even first graders showed almost perfect mastery of this rule. There were also task effects on the use of Flavell's same position--same view rule: children performed better for a task involving self and other than for 2 others. Response latencies and effects for the observer's relative position provided evidence for a new rule: opposite positions--opposite views. In addition, front and back views of the dolls were significantly easier than the side views, which suggests a role of labeling or stimulus-discrimination skills.
本研究评估了刺激复杂性和规则使用对视觉观点采择任务的影响。向学龄前儿童、一年级、三年级和五年级学生以及成年人展示玩偶阵列，并让他们执行一系列观点采择任务。错误率随着年龄的增长而降低，并且在更复杂的视觉阵列中出现的错误更多。在自我视角试验中出现了大量错误，尤其是学龄前儿童，这表明将阵列与它的图片表示联系起来的能力并不完美。条件概率分析表明，大多数以自我为中心的错误并非由于无法将阵列与图片表示联系起来，而是由于缺乏对弗拉维尔不同位置——不同视图规则的掌握。然而，当阵列被覆盖时，即使是一年级学生也几乎完美地掌握了这条规则。在使用弗拉维尔相同位置——相同视图规则方面也存在任务效应：儿童在涉及自我和他人的任务中比在涉及两个他人的任务中表现更好。观察者相对位置的反应潜伏期和效应为一条新规则提供了证据：相反位置——相反视图。此外，玩偶的正面和背面视图明显比侧面视图更容易，这表明了标签或刺激辨别技能的作用。
