Morrongiello B A, Timney B, Humphrey G K, Anderson S, Skory C
Department of Psychology, University of Guelph, Ontario, Canada.
J Exp Child Psychol. 1995 Apr;59(2):211-33. doi: 10.1006/jecp.1995.1010.
Spatial knowledge was evaluated in sighted and congenitally blind children using a large-scale four-location navigation task adapted from the work of Landau, Spelke, and Gleitman (1984). From video records we coded the exact path taken and determined accuracy of initial turn, closest position, and final position, relative to target location. We then computed a score to index the efficiency of the path taken. For the sighted sample, after the navigation task, children constructed a tactile map of the test space without the aid of vision and, following removal of the blindfold, drew from memory the spatial layout of the test space. Performance on the navigation and mapping tasks consistently indicated increasing cognitive mapping skills with age in sighted children. Blind children performed comparably to the sighted on all measures except accuracy at final position, for which their performance was worse than that of the sighted. Analysis of the directness of novel paths and other measures taken suggest caution in ascribing well developed Euclidean coding skills to very young children. Results are discussed in light of Landau et al.'s (1984) conclusions.
利用一项改编自兰道、斯佩尔克和格莱特曼（1984年）研究的大规模四处导航任务，对有视力儿童和先天性失明儿童的空间知识进行了评估。从视频记录中，我们对所走的精确路径进行了编码，并确定了相对于目标位置的初始转弯、最接近位置和最终位置的准确性。然后，我们计算了一个分数来衡量所走路径的效率。对于有视力的样本，在导航任务之后，孩子们在没有视觉辅助的情况下构建了测试空间的触觉地图，并且在摘下眼罩后，凭记忆画出了测试空间的空间布局。导航和绘图任务的表现一致表明，有视力儿童的认知绘图技能随着年龄的增长而提高。除了最终位置的准确性外，失明儿童在所有测量指标上的表现与有视力儿童相当，在最终位置准确性方面，他们的表现比有视力儿童差。对新路径的直接性和其他测量指标的分析表明，在将发达的欧几里得编码技能归因于非常年幼的儿童时应谨慎。根据兰道等人（1984年）的结论对结果进行了讨论。
