中国儿童和加拿大儿童的空间概念

Spatial Concept in Chinese and Canadian Children.

皮亚杰有关认知发展理论的一个基本观点(1973)就是生物潜在压力使主体通过同化和顺化来适应于周围的环境,以及不断更新思维策略和结构,正是这种生物潜在压力使儿童在成长中通过四个连续的思维发展阶段。从性质上看,思维发展依赖于下述四个相互交织的因素:生物(成熟);物质环境的经验;社会(文化)影响;平衡,在某些场合中还有数理逻辑能力,因而确切地讲,如何揭示各种变化因素之间的相互关系就成了个难题。不过,皮亚杰和皮亚杰学派的研究者们提出的跨文化研究方法或许能提供些线索。因为生物(成熟)和社会(环境经验)这两个影响认知发展的主要因素是可以通过跨文化研究的方法加以研究和验证的。

Four-,fire-and six-year-old Chinese and Canadian boys and girls were presented a series of 11 graphic models,and were asked to draw them.Support-ing Piaget's theory,the data indicatedthat drawing performance increasedover the age span surveyed,that per-formance on the topological dimensionwas better than that on the Euclideandimension,and that there were neithersex nor cultural differences in per-formance.The research offers strongsupport for a main effect of biologicalor maturational factors as the founda-tion for the developmental influencesin the acquisition of spatial conceptions.