小学儿童对习俗时间的时距判断

PRIMARY SCHOOL PUPIL ' S JUDGMENTS OF CONVENTIONAL TIME DURATION

本研究选取“星期”这种习俗时间系统作为实验材料，通过让被试完成范畴性的时距判断任务，即让被试判断某一给定的日期是否属于某一参照日期之后３天中的某一天，探讨了小学儿童对习俗时间的认知加工过程的发展。结果表明，小学儿童对习俗时间的认知加工成绩随年龄的增长而不断提高，在认知加工过程中，具有显著的“距离效应”和“边界效应”，随着两个日期之间时距的增加，反应时逐渐增大，正确率逐渐降低，当两个日期之间的时距为３天时，反应时最长，正确率最低。而且，儿童可以直接运用数字系统来解决习俗时间的问题，他们的认知加工策略包括数字计数、数字运算和表象判断。

The experiment was conducted to study the development of the mental representation and processes underlying the knowledge of conventional time 20 primary school pupils from each of grades 1 , 3, 5 , and 20 university students served as subjects. they were asked to judge whether or not a given day of the week was one of the next 3 days after the reference day. The results Showed that, (1 ) The scores of cognitive processes underlying performance on the tasks of conventional time increased with age. (2) the distance effect and the boundary effect were both significant. The response time and the number of errors increased with the increasing of the distances between the two days, the longest response time and the greatest number , of errors ocurred adjacent to the category boundary (3 days after the first day). (3) The Subjects could use number, to solve the problems of conven- tional time, 1 and 3 graders solved the problems by means of counting recitation, some 5 graders could use image processing to judge the task, most of the 20 year old subjects solved the problems by means of calculation of numbers and image processing.