The Development of Time Concepts in Young Children: Reasoning about Duration.
The Development of Time Concepts in Young Children: Reasoning about Duration.
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幼儿时间概念的发展：关于持续时间的推理。
DOI：
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发表时间：
1977
期刊：
影响因子：
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通讯作者：
I. Levin
中科院分区：
文献类型：
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作者：
I. Levin
伊里斯·莱文。幼儿时间概念的发展：关于持续时间的推理。《儿童发展》，1977年，第48卷，第435-444页。本研究以144名幼儿园、一年级和三年级的儿童为被试，要求他们在一系列问题中判断两个同步事件中哪一个的持续时间更长，并使他们的判断合理化。使用了3种类型的时间问题-“静止”（一对玩偶的睡眠时间），“旋转”（一对人物在2个轴上的旋转时间）和“线性”（2辆玩具汽车的行驶时间）-这在干扰变量的类型和数量上有所不同。虽然在“静止时间”中没有，但在“旋转时间”中速度是一个干扰变量，而在“线性时间”中速度和距离是一个干扰变量。“与预期一致，判断持续时间和合理化的能力随着年龄的增长而增加，并取决于干扰变量的类型和数量。所涉及的信息处理澄清的三维刻面模型，这是部分支持Guttman Scalogram分析。时间概念的发展的一般模型，并讨论了其在其他领域的认知发展的关系。
LEVIN, IRIS. The Development of Time Concepts in Young Children: Reasoning about Duration. CHILD DEVELOPMENT, 1977, 48, 435-444. A sample of 144 children from nursery school, first, and third grade were given a series of problems in which they were required to judge which of 2 synchronous events was' longer in duration and to rationalize their judgments. 3 types of time problems were used-"still" (the sleeping time of a pair of dolls), "rotational" (the rotating time of a pair of figures on 2 axes), and "linear" (the traveling time of 2 toy cars)-which differed in the type and number of interfering variables. While there was none in "still time," speed was an interfering variable in "rotational time" and speed as well as distance in "linear time." In line with expectations, the ability to judge duration and to rationalize it logically increased with age and was dependent on the type and number of interfering variables. The information processing involved was clarified by a 3-dimensional facet model which was partially supported by Guttman Scalogram Analysis. A general model for the development of time concepts is presented and its relation to cognitive development in other areas is discussed.