Cohen R, Weatherford D L
Child Dev. 1981 Sep;52(3):1087-90.
48 first graders and 48 fifth graders learned the arrangement of 6 objects in a novel environment containing 2 large barriers. 3 nonoverlapping paths, each connecting all locations, were devised. Children were assigned to 4 experimental conditions representing the factorial combination of number of trials of walking (2 vs. 3) and path experience (same vs. different). Those in the same path-experience group walked the same path over trials, while those in the different path-experience group walked a different path on each trial. Following these walking experiences, the children used markers to reconstruct the environmental configuration from memory. Based on the interpoint distances calculated from these placements, the presence of barriers led to overestimations of distance only for those children who received less experience, which was distributed across a variety of paths (different path experience/2-trials group). These overestimations occurred primarily for barrier-present interpoint distances viewed but not directly walked. These results are discussed in terms of the opportunities for coordinating and integrating spatial perspectives provided by these environmental experiences.
48名一年级学生和48名五年级学生在一个有2个大障碍物的新环境中学习6个物体的排列。设计了3条不重叠的路径，每条路径连接所有地点。孩子们被分配到4种实验条件下，这些条件代表了行走次数（2次与3次）和路径体验（相同与不同）的析因组合。同一路径体验组的孩子在多次试验中走同一条路径，而异路径体验组的孩子在每次试验中走不同的路径。在这些行走体验之后，孩子们用标记物根据记忆重建环境布局。根据从这些布局计算出的点间距离，障碍物的存在仅导致那些经验较少的孩子高估距离，这些孩子分布在各种路径上（不同路径体验/2次试验组）。这些高估主要发生在观察到但未直接走过的有障碍物的点间距离上。本文根据这些环境体验所提供的协调和整合空间视角的机会对这些结果进行了讨论。
