不同媒介条件下2.5-3岁幼儿理解空间表征的特点

2.5-3 Years Old Toddlers' Understanding of Spatial Representation Under The Conditions Of Different Media

目的通过对2．5—3岁幼儿在不同媒介（视频、模型）、不同方式（有互动、无互动）下符号寻找成绩的差异比较，考察幼儿理解空间表征的特点。方法选取2．5—3岁80名幼儿，采用符号寻找任务的实验范式。结果（1）3岁幼儿的符号寻找成绩要优于2．5岁幼儿；（2）幼儿在视频媒介下的符号寻找成绩要优于在模型下的成绩。（3）视频媒介下，幼儿在互动电子游戏下的符号寻找成绩更好，然而在模型媒介下无互动的成绩更好；（4）不同媒介下幼儿的4次符号寻找成绩均呈现先下降后上升的趋势。结论3岁前幼儿还没有完全形成双重表征能力，双重表征可能并不是幼儿将视频理解为表征信息的前提。

Objective Purpose： Compare the object retrieval scores of 2.5 -3 years old Toddles in different media（ video, models）and different ways （Interact , direct） to investigate the characteristics of children＇s understand- ing of spatial representation. Methods Convenient to select 80 toddlers of 2.5 - 3 years old,we adopt the symbol search task paradigm to investigate the characteristics of children＇s spatial representation. Results （1）The perform- ance of 3 years old was better than 2.5 years old ;（2）Children＇s symbol search performance under the video media is superior to that under the model; （3）Interaction effect was found between different media and ways, Compared with watching video directly ,the performance of playing Interact video game was better. But in the condition of scale mod- el,the performance of watching the model was worse than taking Interact way. （4）Young children＇s four scores of the object retrieval under different media all tend to decrease and then increase. Conclusion Before 3 years old, children has not compeletely formed dual representation ability and the dual representation may not be a prerequisite for chil- dren to understand the video as a representation of another.