Imagery, action, and young children's spatial orientation: it's not being there that counts, it's what one has in mind.
Imagery, action, and young children's spatial orientation: it's not being there that counts, it's what one has in mind.
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意象、动作和幼儿的空间定向：重要的不是在那里，而是人们的想法。
DOI：
10.1111/j.1467-8624.1994.tb00816.x
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发表时间：
1994
影响因子：
4.6
通讯作者：
Young,MF
中科院分区：
文献类型：
--
作者：
Rieser,JJ;Garing,AE;Young,MF
当被要求判断物体移动或改变形状时，幼儿通常会失败，这意味着他们缺乏动态图像的能力。我们用另一种方法来研究幼儿的想象力，并发现了早期能力的证据。在6个实验中，人们被要求想象熟悉的环境，并从不同的观察点预测他们的空间方向。在前两个实验中，儿童（2 1/2 - 9奥尔兹）和他们的父母坐在家里，并被要求回忆他们（孩子）的课堂知识相对于他们（孩子）在（学前）学校座位上的观点。在此之后，受试者被要求在2种情况下判断教师座位上的视角。在运动条件下，他们被要求想象从他们的座位走到老师的座位，同时身体走在一条与远程教室中的实际路径相似的路径上。在仅凭想象的条件下，指令是相同的，但它们并不伴随着物理行走。3岁半及以上的儿童，像成年人一样，在运动条件下准确而迅速。在仅凭想象的条件下，孩子们几乎从未正确判断过视角;成年人的反应准确但缓慢。这些发现被复制并扩展到4个额外的实验中，这些实验旨在阐明连接感知、想象和行动的操作原则。
Young children typically fail when asked to judge how objects would look if they moved or changed shape, and this has been taken to mean that they lack the competencies for dynamic imagery. We used a different approach to study young children's imagination and found evidence of much earlier competence. Across 6 experiments, people were asked to imagine familiar surroundings and anticipate their spatial orientation from different observation points there. In the first 2 experiments, children (2 1/2‐9‐year‐olds) and their parents sat at home and were asked to call to mind knowledge of their (child's) classroom relative to the perspective at their (child's) seat at (pre)school. After this, subjects were asked to judge the perspective at the teacher's seat in each of 2 conditions. In the Locomotion Condition they were asked to imagine walking from their seat to the teacher's seat while physically walking a path that resembled the actual one in the remote classroom. In the Imagination‐only Condition the instructions were the same but they were not accompanied with physical walking. Children 3 1/2 years of age and older, like the adults, were accurate and rapid in the Locomotion Condition. In the Imagination‐only Condition the children almost never judged perspective correctly; the adults responded accurately but slowly. These findings were replicated and extended across 4 additional experiments designed to clarify the operating principles that link perceiving, imagining, and acting.