Number prompts left-to-right spatial mapping in toddlerhood.
Number prompts left-to-right spatial mapping in toddlerhood.
复制标题
DOI：
10.1037/dev0000342
复制
发表时间：
2017-07
影响因子：
4
通讯作者：
Baruch E
中科院分区：
文献类型：
--
作者：
McCrink K;Perez J;Baruch E
幼儿完成了一个空间映射任务，在这个任务中，他们必须学习一个隐藏物体在一个垂直数组中的位置，并将这个位置信息90°转置到一个水平数组中。在垂直训练期间，他们被给予a)没有标签，b)字母标签，或c)每个潜在空间位置的数字标签。当数组被调换成一个水平连续体后，在训练时提供数字标签的儿童，以及听到字母标签并对垂直位置形成较强记忆的儿童，选择性地选择了左向右映射偏差所对应的位置。在训练过程中未接受并行顺序标签的儿童不能对数组进行转置，并且在转置后没有表现出任何空间方向性偏差。这些结果表明，与动物相比，儿童表现出更灵活的空间映射，这种映射取决于儿童接收到的并发有序信息的类型。
Toddlers performed a spatial mapping task in which they must learn the location of a hidden object in a vertical array, and transpose this location information 90° to a horizontal array. During the vertical training, they were given a) no labels, b) alphabetical labels, or c) numerical labels for each potential spatial location. After the array was transposed to become a horizontal continuum, the children who were provided with numerical labels during training, and those children who heard alphabetical labels and formed a strong memory for the vertical location, selectively chose the location corresponding to a left-to-right mapping bias. Children who received no concurrent ordinal labels during training were not able to transpose the array, and did not exhibit any spatial directionality bias after transposition. These results indicate that children exhibit more-flexible spatial mapping compared to animals, and this mapping is modulated depending on the type of concurrent ordinal information the child receives.