The effect of active versus passive exploration on memory for spatial location in children.
The effect of active versus passive exploration on memory for spatial location in children.
复制标题
主动与被动探索对儿童空间位置记忆的影响。
DOI：
10.2307/1128935
复制
发表时间：
1979
影响因子：
4.6
通讯作者：
L. Acredolo
中科院分区：
文献类型：
--
作者：
A. Feldman;L. Acredolo
在两个年龄段的儿童中评估了主动探索对事件空间位置记忆的影响。每个孩子都在同一个陌生的走廊里散步，寻找一个隐藏的物体，后来他被要求重新定位。一半的孩子由一个成年人牵着他们的手（被动状态），而另一半则由一个成年人跟在后面（主动状态）。年龄x条件的相互作用表明，积极探索显着提高性能的3-和4岁的组，而不影响9-和10岁的孩子的表现。然而，处于活跃状态的3岁和4岁儿童的准确性仍然明显低于年龄较大的儿童，尽管他们有自我指导探索的经验。结果被解释为支持这一假设，即自我导向的活动有助于提高注意力的preoperational儿童在环境中的相关拓扑线索，而具体的操作的儿童，由于他们的知识的投影和欧几里得空间，表现出增加的能力，有效地编码空间信息，无论模式的探索。
The effect of active exploration upon memory for spatial location of an event was assessed for children at 2 age levels. Each child took a walk through the same unfamiliar hallway in search of a hidden object which he was later asked to relocate. Half the children were accompanied by an adult holding their hand (passive condition), while the other half proceeded on their own with an adult following behind (active condition). An age x condition interaction revealed that active exploration significantly improved performance of the 3- and 4-year-old group while not affecting the performance of the 9- and 10-year-olds. The 3- and 4-year-olds in the active condition, however, were still significantly less accurate than the older children, despite their experience of self-directed exploration. The results are interpreted as supporting the hypothesis that self-directed activity serves to increase attention of preoperational children to relevant topological cues in the environment, whereas concrete operational children, due to their knowledge of projective and Euclidean space, demonstrate increased capacity to efficiently encode spatial information regardless of the mode of exploration.