Liben L S, Moore M L, Golbeck S L
Child Dev. 1982 Oct;53(5):1275-84.
Preschoolers (N = 20) and student teachers (N = 10) were asked to reconstruct the complete layout of their familiar classroom using a small-scale model as well as using life-size furniture in their actual classroom. Children were given the model task once within a testing room (standard model) and once within their normally arranged classroom (cued model). Subjects were also given an isolated-location task in which they were asked to show the location of individual pieces of furniture, 1 at a time. Adults performed virtually perfectly on all tasks. Children demonstrated more knowledge about their classroom when no scale reduction was necessary (i.e., performance was significantly better in the classroom than on the model) and when information about spatial arrangement was available (i.e., performance on the cued model surpassed performance on the standard model). Nevertheless, some children still performed inaccurately, even with these additional aids. Results from the isolated-location task demonstrated that, when possible children rely on relational information in determining locations. Implications for conclusions about children's spatial competence are discussed.
研究人员要求20名学龄前儿童和10名实习教师，使用一个小规模模型以及在他们实际的教室里使用真人大小的家具，来重建他们熟悉的教室的完整布局。孩子们在一个测试房间里完成了一次模型任务（标准模型），并在他们正常布置的教室里完成了一次（提示模型）。研究对象还接受了一项单独定位任务，在该任务中，他们被要求一次指出一件家具的位置。成年人在所有任务上的表现几乎完美。当不需要缩小比例时（即，在教室里的表现明显优于在模型上的表现），以及当有关于空间布局的信息时（即，提示模型上的表现超过标准模型上的表现），孩子们表现出对他们教室有更多的了解。然而，即使有这些额外的帮助，一些孩子仍然表现不准确。单独定位任务的结果表明，在可能的情况下，孩子们在确定位置时依赖关系信息。文中讨论了这些结果对有关儿童空间能力结论的影响。
