Comprehension of Spatial Relations in Preschool Children
Comprehension of Spatial Relations in Preschool Children
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学龄前儿童空间关系的理解
DOI：
10.1080/08856559.1940.10534524
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发表时间：
1940
影响因子：
1.6
通讯作者：
E. Meyer
中科院分区：
文献类型：
--
作者：
E. Meyer
这里所描述的调查是为了对推理的遗传心理学做出贡献。它属于对儿童头脑中观念演变的一系列研究。皮亚杰（Piaget）在他的最新著作中描述了物体、因果关系、空间和时间等概念是如何在儿童生命最初几年的感觉运动发展过程中逐步构建的。这些概念在其演变过程中密切相关。正如庞加莱（13）所说，不存在独立于物体的空间。物体之间的关系和物体的运动创造了空间。空间不是对一个容器的感知，而是对其内容的感知。空间的概念只能被理解为物体及其所有关系的函数。因此，空间的概念，如果要从发生学的角度来研究，就必须与对物体及其性质的理解相联系。本研究的目的是调查，在某些选定的情况下，空间概念的演变在学龄前18个月和53/z年。有大量的证据表明，学龄前儿童在空间关系的理解方面存在缺陷。证据可以在工具性行为的研究中找到，例如1939年6月25日由编辑委员会的阿诺德·格塞尔接受出版，并在编辑部收到。这项研究是作者在耶鲁大学研究生院获得斯特林研究奖学金时进行的。感谢耶鲁儿童发展诊所主任Arnold Gesell博士，他为诊所和指导托儿所提供了所有设施，并阅读了手稿;感谢WPA托儿所和康涅狄格州纽黑文雪松街学校幼儿园的校长NA Hogan小姐和教师，感谢他们在确保实验对象和住宿方面提供的友好帮助;以及儿童发展诊所的技术员PHW Hartmann先生，他帮助准备了仪器并绘制了图表。
The investigation described here has been designed as a contribution to the genetic psychology of reasoning. It belongs to a series of studies of the evolution of notions in the child's mind. In his latest book, Piaget (11, 12) has described how notions like object, causality, space, and time are constructed progressively during the sensory-motor development of the child in the first years of life. These notions are closely connected in their evolution. As Poincare (13) says, there is no such thing as space independent of objects. Relations between objects and movements of objects create space. Space is not the perception of a container but the perception of its contents. The notion of space can only be understood as a function of objects and all their relations. So the notion of space, if it is to be studied genetically, must be correlated with the comprehension of objects and of their properties. The present study is designed to investigate, in certain selected situations, the evolution of the notion of space during the preschool years between 18 months and 53/z years. There is a good deal of evidence to show that the preschool child is deficient in the comprehension of spatial relationships. Evidence can be found in studies of instrumental behavior such as have been-Accepted for publication by Arnold Gesell of the Editorial Board, and received in the Editorial Office on June 25, 1939.'This study was made while the writer held a Sterling Research Fellowship in the Graduate School, Yale University. Acknowledgments are gratefully made to Dr. Arnold Gesell, Director of the Yale Clinic of Child Development, who kindly made available all the facilities of the Clinic and the Guidance Nursery and who read the manuscript; to Miss NA Hogan, Principal and to the teachers of the WPA Nursery and the Kindergarten of Cedar Street School, New Haven, Connecticut, for their kind assistance in securing subjects and accommodations for the experiments; and to Mr. PHW Hartmann, technician at the Clinic of Child Development, who helped in preparing the apparatus and drawing the charts.