CONSTRAINTS ON REPRESENTATIONAL CHANGE - EVIDENCE FROM CHILDRENS DRAWING
CONSTRAINTS ON REPRESENTATIONAL CHANGE - EVIDENCE FROM CHILDRENS DRAWING
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DOI：
10.1016/0010-0277(90)90031-e
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发表时间：
1990-01-01
期刊：
影响因子：
3.4
通讯作者：
KARMILOFFSMITH, A
中科院分区：
文献类型：
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作者：
KARMILOFFSMITH, A
本文以儿童绘画为线索，探讨了内部表征变化和灵活性的一般制约因素。54名年龄在4到11岁之间的孩子每人画了6幅画。他们首先被要求画一所房子，然后画一所不存在的房子。同样的程序被用于人和动物。这项技术迫使孩子们按照他们正常、有效的绘画程序进行操作，并允许研究人员确定在具象变化和灵活性上获得的约束类型。4至6岁年龄组和8至10岁年龄组之间出现了显著的发展差异。年幼的孩子带来的变化包括大小和形状的删除和变化，而年长的孩子改变了位置、方向和元素，并增加了来自其他概念类别的元素，导致表征间的灵活性不断增加。从内部表示（指定为顺序固定列表，体现了早期过程表示中固有的约束）到内部表示（指定为结构化的，但灵活有序的可操作特征集）的反复变化周期来解释开发。这些限制被认为是一般的，并与儿童的序列和数字以及成人的语音意识和音乐能力的工作进行了比较。这些结果被整合到一个发展变化的通用模型中，该模型既与初始模块化兼容，也与随后的领域通用约束兼容。
This paper uses children''s drawing as clues to general constraints on internal representational change and flexibility. Fifty-four children between 4 and 11 years of age each produced six drawings. They were first asked to draw a house, and then to draw a house that dose not exist. The same procedure was used for man and animal. The technique forced children into operating on their normal, efficient drawing procedures, and allowed the researcher to ascertain the types of constraint that obtain on representational change and flexibility. Striking developmental differences emerged between the 4- to 6-year-old age group and 8- to 10-year-old age group. Changes introduced by the younger children involved deletions and changes in size and shape, whereas older children changed position and orientation and elements and added elements from other conceptual categories, resulting in ever-increasing inter-representational flexibility. Development is accounted for in terms of reiterated cycles of change from internal representations specified as a sequentially fixed list, embodying a constraint that was inherent in the earlier procedural representations, to internal representations specified as a structured, yet flexibly ordered set of manipulable features. The constraints are considered to be general and are compared with work on seriation and number in children, and on phonological awareness and musical ability in adults. The results are integrated into a general model of developmental change which is compatible both with initial modularity and with subsequent domain-general constraints.