Rulence-Paques P, Mullet E
Ecole Pratique des Hautes Etudes, France.
J Exp Child Psychol. 1998 Apr;69(1):22-48. doi: 10.1006/jecp.1998.2434.
We assessed the effect on performance of shifting from a perceptual area judgment situation, in which the physical quantity to be judged (the area) is present in the stimulus, to a situation in which it is not present in the stimulus. Adults, 9-year-olds, and 5-year-olds were shown combinations of horizontal and vertical lines of various sizes, presented on the same wall or on different walls, and asked to estimate the corresponding area. The following main results were obtained (a) When width and height information items were completely separated, 5- and 9-year-old children gave the same weight to both dimensions in their estimations; (b) when width and height information items were on two different walls, adults gave a greater weight to the larger dimension; (c) when width and height were joined, 9-year-old children gave a greater weight to the larger dimension but when they were separated, they did not.
我们评估了从一种知觉面积判断情境（即待判断的物理量——面积——呈现在刺激中）转变为面积不在刺激中呈现的情境对表现的影响。向成年人、9岁儿童和5岁儿童展示了不同大小的水平和垂直线条的组合，这些线条呈现于同一面墙或不同的墙上，并要求他们估计相应的面积。获得了以下主要结果：（a）当宽度和高度信息项完全分开时，5岁和9岁儿童在估计时对两个维度赋予相同的权重；（b）当宽度和高度信息项位于两面不同的墙上时，成年人对较大维度赋予更大的权重；（c）当宽度和高度结合在一起时，9岁儿童对较大维度赋予更大的权重，但当它们分开时则不然。
