儿童对抽象画情绪寓意理解的发展及文化因素的影响

Child’s Understanding of Moods Metaphorically Expressed in Abstract Picture and Its Cultural Relevance

本实验旨在探索儿童对抽象图画情绪寓意敏感性的发展规律以及文化因素的影响。被试年龄跨度从 5岁至高中学生。根据被试利用形态、主题、情绪等图片特性作为识辨依据的特点来发现规律。儿童对抽象图画寓意敏感性的发展与表征水平相关。年幼儿童只能利用颜色或图形等单一信息维量进行判断 ,年长儿童及中学生可以综合利用形态、主题、情绪等多个维量判断。在寓意明确的图片识辨中 ,儿童对积极寓意的识辨成绩较优。在双关寓意的图片识辨中 ,儿童组倾向于选择具有积极寓意的线索 ,而中学生组会受到识辨经验的影响。文化与教育方式影响儿童对抽象图画情绪寓意的理解。中国幼教方式有助于儿童对图画认知与情绪成分的识辨。

This study was designed with two purposes: to explore the developmental pattern of child's understanding of moods metaphorically expressed in picture and to identify its relationship to cultural background. One hundred and ten Chinese subjects aged from 5 to 17 participated in the experiment. They were asked to indicate moods (happy, sad, calm, angry) of characters in the pictures and to justify their report. The results showed that: (1) young children tended to make their judgement of moods of paintings by one dimension of color or shape, whereas elder children or high school students could base their judgement with multi-dimensions of formal, semantic and mood related cues; (2) giving paintings with explicit expression, children preformed better in judging positive moods than in negative; (3) facing implicit paintings, young children seemed to use only positive cues, whereas high school students could combine both positive and negative cues in making their judgement; (4) culture and education background were found to have an impact on child’s understanding of mood of abstract picture.