Visual perspective-taking skills in children.
Visual perspective-taking skills in children.
复制标题
儿童的视觉换位思考能力。
DOI：
10.2307/1130235
复制
发表时间：
1985
影响因子：
4.6
通讯作者：
C. Surber
中科院分区：
文献类型：
--
作者：
S. M. Gzesh;C. Surber
本研究评估了刺激复杂性和规则使用对视觉换位思考任务的影响。学龄前儿童、一年级、三年级和五年级学生以及成年人都看到了一系列的娃娃，并执行了一系列换位思考的任务。随着年龄的增长，错误会减少，视觉阵列越复杂，错误就越多。在自我观察试验中，尤其是学龄前儿童，出现了大量错误，这表明将数组与其图形表示联系起来的能力并不完美。条件概率分析表明，大多数以自我为中心的错误并不是由于无法将阵列与图形表示联系起来，而是由于缺乏对弗拉维尔不同立场的掌握——不同的观点占主导地位。然而，当阵列被覆盖时，即使是一年级学生也表现出了对这一规则的近乎完美的掌握。使用弗拉维尔的相同立场（相同的观点规则）也有任务效果：孩子们在涉及自己和其他人的任务中表现得比其他两个人更好。观察者相对位置的反应延迟和影响为新规则提供了证据：相反的立场——相反的观点。此外，玩偶的正面和背面视图比侧面视图要容易得多，这表明标签或刺激辨别技能的作用。
The present study evaluated the effects of stimulus complexity and rule usage on a visual perspective-taking task. Preschoolers, first, third, and fifth graders, and adults were shown arrays of dolls and performed a series of perspective-taking tasks. Errors decreased with age, and more errors occurred with the more complex visual arrays. A significant number of errors were made in self-view trials, especially by the preschoolers, showing that the ability to relate an array to a pictorial representation of it is not perfect. A conditional probability analysis showed that most egocentric errors were not due to an inability to relate the array to pictorial representations, but rather to a lack of mastery of Flavell's different positions--different views rule. When the array was covered, however, even first graders showed almost perfect mastery of this rule. There were also task effects on the use of Flavell's same position--same view rule: children performed better for a task involving self and other than for 2 others. Response latencies and effects for the observer's relative position provided evidence for a new rule: opposite positions--opposite views. In addition, front and back views of the dolls were significantly easier than the side views, which suggests a role of labeling or stimulus-discrimination skills.