Visually Scaling Distance from Memory: Do Visible Midline Boundaries Make a Difference?
Visually Scaling Distance from Memory: Do Visible Midline Boundaries Make a Difference?
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DOI：
10.1080/13875868.2020.1734601
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发表时间：
2020
影响因子：
1.9
通讯作者：
Recker KM
中科院分区：
文献类型：
--
作者：
Hund AM;Plumert JM;Recker KM
我们研究了4到5岁的儿童和成人如何使用知觉结构(可见的中线边界)来视觉上衡量距离。参与者使用16英寸和英寸的学习和测试垫完成了缩放和不缩放任务。在实验1中没有出现边界。当测试垫是英寸而不是16英寸时，儿童和成人在缩放方面比没有缩放任务困难得多。实验2是相同的，除了存在可见的中线边界。同样，当测试垫是英寸时，参与者在缩放任务中比没有缩放任务困难得多，这表明他们在从学习到测试垫进行缩放时使用测试垫的边缘(而不是中线边界)作为知觉锚。
We examined how 4- to 5-year-old children and adults use perceptual structure (visible midline boundaries) to visually scale distance. Participants completed scaling and no scaling tasks using learning and test mats that were 16 and 64 inches. No boundaries were present in Experiment 1. Children and adults had more difficulty in the scaling than no scaling task when the test mat was 64 inches but not 16 inches. Experiment 2 was identical except visible midline boundaries were present. Again, participants had more difficulty in the scaling than no scaling task when the test mat was 64 inches, suggesting they used the test mat edges (not the midline boundary) as perceptual anchors when scaling from the learning to the test mat.
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影响因子：
3.4
作者：
Huttenlocher, Janellen;Vasilyeva, Marina;Duffy, Sean
通讯作者：
Duffy, Sean
影响因子：
4.1
作者：
Engebretson, PH;Huttenlocher, J
通讯作者：
Huttenlocher, J
影响因子：
2.6
作者：
HUTTENLOCHER, J;NEWCOMBE, N;SANDBERG, EH
通讯作者：
SANDBERG, EH
影响因子：
4
作者：
Moehring, Wenke;Newcombe, Nora S.;Frick, Andrea
通讯作者：
Frick, Andrea
DOI：
10.1037/xlm0000240
发表时间：
2016-09-01
影响因子：
2.6
作者：
Moehring, Wenke;Newcombe, Nora S.;Frick, Andrea
通讯作者：
Frick, Andrea