Changes in Temporal Regulation of Behavior in Young Children : From Action to Representation
Changes in Temporal Regulation of Behavior in Young Children : From Action to Representation
复制标题
幼儿行为时间调节的变化：从行动到表现
DOI：
10.1007/978-94-017-3536-0_5
复制
发表时间：
1992
期刊：
影响因子：
--
通讯作者：
V. Pouthas
中科院分区：
文献类型：
--
作者：
S. Droit;V. Pouthas
7 岁以上儿童的复杂时间习得行为是早期对时间的条件反应持续进化的结果，还是认知过程彻底变化的结果？为了解决这个问题，我们对 3 至 6 岁的儿童进行了多项实验。在 3 岁儿童中获得的经验数据表明，关于持续时间的早期知识来自于在外部时钟存在的情况下执行不同持续时间的动作的实践。研究结果还表明，早在 4 岁时，儿童就进入了能够表示两个事件之间的持续时间的阶段。但是，当 4 到 5 岁的孩子必须处理充满的间隔而不是空的间隔时，或者当他们被给予时间空间反应的时间规则时，他们仍然更容易学会及时调节行动。此外，结果表明，在 4 到 6 之间，两种时间学习模式（条件式模式和受控模式）共存。不能假设后者直接源自前者。
Are complex temporal learned behaviors in children older than 7 the outcome of a continuous evolution from early conditioned responses to time, or do they result from radical changes in cognitive processes? Several experiments were run on children aged 3 to 6 to approach this question. Empirical data obtained in 3-year-olds suggest that early forms of knowledge about duration arise from practice in performing actions of varied durations in the presence of external clocks. Findings also suggest that as early as age 4 children enter a stage in which they are able to represent the duration between two events. But 4- to 5-year-olds still learn to regulate action in time more easily when they must deal with filled intervals rather than empty ones or when they are given the temporal rule to space responses in time. Furthermore, results show that between 4 to 6 two temporal learning modes, a conditioned-like mode and a controlled mode, coexist. It cannot be postulated that the latter derives directly from the former.