On the acquisition of front, back, and side
On the acquisition of front, back, and side
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关于正面、背面、侧面的获取
DOI：
10.1111/j.1467-8624.1975.tb03291.x
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发表时间：
1975
影响因子：
4.6
通讯作者：
M. Maratsos
中科院分区：
文献类型：
--
作者：
S. Kuczaj;M. Maratsos
斯坦·库茨阿杰，Maratsos，Michael P.，《关于正面、背面和侧面的获取》。《儿童发展》，1975年，第46卷，第202-210页。使用各种任务来评估儿童对前面，后面和侧面的理解，我们发现了以下几点。儿童似乎在对前后两个术语有了一般性的理解之前，就已经获得了前后两个术语是对立的概念，从而导致了他们对这两个术语的使用显然是同时获得的。这些术语的正确使用始于对自我的引用，然后扩展到具有正面的对象。侧是在前面和后面之后很好地获得的，被理解为与自我和其他前面的物体有关。此时，将前后知识延伸到新颖机器的能力也出现了。最后才是正确理解非前置对象的术语。
KUczAJ, STAN A., II, and MARATSOS, MICHAEL P. On the Acquisition of Front, Back, and Side. CHILD DEVELOPMENT, 1975, 46, 202-210. Using a variety of tasks to assess children's understanding of front, back, and side, we found the following. Children appear to acquire the notion that front and back are opposites before they acquire a general understanding of either term, leading to an apparently simultaneous general acquisition of their use. Correct use of the terms begins with reference to the self and then spreads to objects with fronts. Side is acquired well after front and back, being understood in reference both to the self and to other fronted objects. At this time, the ability to extend knowledge of front and back to novel machines also appears. Correct understanding of the terms when they refer to nonfronted objects appears last.