Dual representation and young children's use of scale models
Dual representation and young children's use of scale models
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DOI：
10.1111/1467-8624.00148
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发表时间：
2000-03-01
影响因子：
4.6
通讯作者：
DeLoache, JS
中科院分区：
文献类型：
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作者：
DeLoache, JS
要使用一个符号对象，如模型、地图或图片，必须实现双重表征;也就是说，必须在心理上表征符号本身及其与所指对象的关系。这里报告的研究证实了从这一概念得出的预测。正如假设的那样，对于2（1）/（2）岁的儿童来说，用一组单独的物体来实现双重表征和用一个综合模型来实现双重表征一样困难。降低比例模型的物理显著性（通过将其放置在窗户后面）使2（1）/（2）岁的儿童更容易将其视为其他事物的代表。相反，增加模型作为一个对象的显着性（通过允许3岁的儿童操纵它）使其更难欣赏其象征意义。结果为对偶表示提供了有力的支持。
To use a symbolic object such as a model, map, or picture, one must achieve dual representation; that is, one must mentally represent both the symbol itself and its relation to its referent. The studies reported here confirm predictions derived from this concept. As hypothesized, dual representation was as difficult for 2(1)/(2)-year-olds to achieve with a set of individual objects as it was with an integrated model. Decreasing the physical salience of a scale model (by placing it behind a window) made it easier for 2(1)/(2)-year-old children to treat it as a representation of something other than itself. Conversely, increasing the model's salience as an object (by allowing 3-year-old children to manipulate it) made it more difficult to appreciate its symbolic import. The results provide strong support for dual representation.