Friedman W J
Child Dev. 1977 Dec;48(4):1593-9.
Developmental psychological approaches to the study of time have fallen into 3 categories: studies of time perception; studies of logical, reconstructive abilities; and studies of the understanding of conventional time systems. The present work examines problems spanning the latter 2 categories--the development of children's understanding of temporal cycles and the relationship between cyclic concepts and cognitive development. 62 children, ranging in age from 4 to 10 years, were administered Piagetian tests of classification and seriation and a variety of specially designed cyclic tasks. Results show major progress in the representation of cyclic order and recurrence during the age period examined. For a variety of particular cycles, order responses were shown before continuity responses. The ability to produce a correct order is related to seriation performance but not classification performance when the variance attributable to age is partialed out. Continuity responses appear to be unrelated to performance on either of the Piagetian tasks tested when age is controlled.
时间感知研究；逻辑、重构能力研究；以及对传统时间系统理解的研究。本研究探讨了后两类问题——儿童对时间循环理解的发展以及循环概念与认知发展之间的关系。研究对62名年龄在4至10岁之间的儿童进行了皮亚杰分类和序列化测试以及各种专门设计的循环任务。结果显示，在所研究的年龄阶段，儿童在循环顺序和循环再现的表征方面取得了重大进展。对于各种特定的循环，顺序反应先于连续性反应出现。当排除年龄因素的影响后，做出正确顺序的能力与序列化表现相关，但与分类表现无关。当年龄得到控制时，连续性反应似乎与所测试的任何一项皮亚杰任务的表现均无关联。
