3-5岁儿童理解和使用空间表征的特点

Spatial Representation Understanding and Use in 3-to 5-Year-Olds

以96名3-5儿童为被试,采用自编的儿童空间表征实验任务,在语言表征、模型表征和图画表征三种空间表征形式上,考察了儿童理解和使用空间表征的发展特点。结果表明：（1）总体上,3-5岁儿童理解空间表征的发展水平均显著高于使用空间表征的发展水平。（2）3-5岁儿童理解和使用空间表征的发展表现出显著的年龄效应。（3）从不同的空间表证形式来看,3岁儿童理解语言表征的能力与理解模型表征的能力之间差异显著,4岁儿童使用语言表征的能力与使用模型表征的能力之间的差异、使用语言表征的能力与使用图画表征的能力之间的差异、以及使用模型表征的能力与使用图画表征的能力之间的差异都显著,其余形式的空间表征理解之间的差异或空间表征使用之间的差异在各年龄段中均不显著。

With 4 spatial representations tasks administrated on children＇s understanding and use of spatial representations from 96 3- to 5-year-olds, we examined the characteristics of language spatial tion, and picture spatial representation. The result showed that： （1） in general, presentation, model spatial representa- the ability of understanding spatial representation is advantageous to the ability of use spatial representation across 3- to 5-year-olds; （2） the development of 3- to 5-year-old children＇s spatial representations understanding and use emerges a significant age effect; （3） in different types of spatial representations, the difference between language spatial representation understanding and model spatial representation understanding in 3-year-olds is spatial representation use, and picture spatial significant, the difference between language spatial presentation use, model representation use in 4-year-olds is significant, and there is not any signifi- cant difference between any other representations understanding or use in 3- to 5-year-olds.