Siegel A W, Herman J F, Allen G L, Kirasic K C
Child Dev. 1979 Jun;50(2):582-5.
Kindergartners, second, and fifth graders made repeated trips through a large- or small-scale model town, and then constructed from memory the layout of buildings in either a large- or small-scale space. Accuracy of construction increased as a function of developmental level and repeated trips through the town. Children's constructions were most accurate when they were tested in the same-scale environment as that in which they developed their spatial knowledge; accuracy was impaired significantly only when children were exposed to a small space and then reconstructed in a large space. Results were interpreted in terms of a "competence-load trade-off."
幼儿园儿童、二年级学生和五年级学生多次穿梭于一个大型或小型的城镇模型中，然后凭记忆构建出大型或小型空间内建筑物的布局。构建的准确性随着发育水平以及在城镇中的重复穿梭而提高。当孩子们在与他们获取空间知识时相同规模的环境中接受测试时，他们的构建最为准确；只有当孩子们先接触小空间然后在大空间中重建时，准确性才会显著受损。研究结果依据“能力 - 负荷权衡”进行了解释。
