Words and maps: developmental changes in mental models of spatial information acquired from descriptions and depictions.
Words and maps: developmental changes in mental models of spatial information acquired from descriptions and depictions.
复制标题
文字和地图：从描述和描绘中获得的空间信息的心理模型的发展变化。
DOI：
10.1111/j.1467-7687.2006.00481.x
复制
发表时间：
2006
期刊：
影响因子：
--
通讯作者：
Taylor,HollyA
中科院分区：
文献类型：
--
作者：
Uttal,DavidH;Fisher,JoanA;Taylor,HollyA
人们从许多来源获取空间信息，包括地图，口头描述和在环境中导航。不同的来源以不同的方式呈现空间信息。例如，地图可以同时显示许多空间关系，但在描述中，每个空间关系必须按顺序呈现。本研究探讨了这些来源差异如何影响儿童和成人对呈现信息形成的心理模型。在实验1中，8奥尔兹、10奥尔兹和成年人通过口头描述或地图学习了六个房间的空间布局。然后，他们构建了配置并指向目标位置。从地图中学习的参与者比从描述中学习的参与者表现得更好。十岁的奥尔兹表现得几乎和成年人一样好8岁奥尔兹的心理模型与年龄较大的儿童和成人的心理模型有很大不同。年龄较小的儿童保留了顺序信息，但没有将这些关系整合到调查式的认知地图中。实验2表明，在没有看到完整地图的情况下，观察配置的形状可以促进8岁奥尔兹使用语言信息和整合位置的能力。结果表明，描述中空间信息的心理表征存在发育差异。此外，研究结果表明，地图和其他图形表示可以促进儿童的空间思维，帮助他们超越语言和直接经验的顺序性。
People acquire spatial information from many sources, including maps, verbal descriptions, and navigating in the environment. The different sources present spatial information in different ways. For example, maps can show many spatial relations simultaneously, but in a description, each spatial relation must be presented sequentially. The present research investigated how these source differences influence the mental models that children and adults form of the presented information. In Experiment 1, 8‐year‐olds, 10‐year‐olds and adults learned the layout of a six‐room space either from verbal descriptions or from a map. They then constructed the configuration and pointed to target locations. Participants who learned from the map performed significantly better than those who learned from the description. Ten‐year‐olds performed nearly as well as adults did. The 8‐year‐olds’ mental models differed substantially from the older children's and adults’ mental models. The younger children retained the sequential information but did not integrate the relations into a survey‐like cognitive map. Experiment 2 demonstrated that viewing the shape of the configuration, without seeing the map in full, could facilitate 8‐year‐olds’ use of the verbal information and their ability to integrate the locations. The results demonstrate developmental differences in the mental representation of spatial information from descriptions. In addition, the results reveal that maps and other graphic representations can facilitate children's spatial thinking by helping them to transcend the sequential nature of language and direct experience.