Allen G L, Kirasic K C, Siegel A W, Herman J F
Child Dev. 1979 Dec;50(4):1062-70.
2 studies were conducted to investigate developmental differences in the ability to select and use environmental landmarks for cognitively organizing distance information from a walk. In experiment 1, second-grade, fifth-grade, and college subjects viewed a simulated walk and selected scenes that were high in potential landmark value. In experiment 2, children from the same grade levels first viewed the walk and then ranked distances among either the test scenes most frequently selected by their peers or those selected most frequently by adults. Results indicated that (a) adults and children may not spontaneously select the same features as real-world landmarks; (b) children are less capable than adults in judging the value of potential landmarks as distance cues; and (c) the ability to use environmental landmarks as cues for distance information developmentally precedes the ability to assess this potential information value.
进行了两项研究，以调查在从步行中认知组织距离信息时选择和使用环境地标能力的发展差异。在实验1中，二年级、五年级和大学受试者观看了一段模拟步行，并选择了具有高潜在地标价值的场景。在实验2中，来自相同年级的儿童首先观看步行，然后对同龄人最常选择的测试场景或成年人最常选择的测试场景之间的距离进行排序。结果表明：（a）成年人和儿童可能不会自发地选择与现实世界地标相同的特征；（b）儿童在判断潜在地标作为距离线索的价值方面比成年人能力更弱；（c）将环境地标用作距离信息线索的能力在发展上先于评估这种潜在信息价值的能力。
