Developing symbolic capacity one step at a time
Developing symbolic capacity one step at a time
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DOI：
10.1016/j.cognition.2006.12.006
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发表时间：
2008-01-01
期刊：
影响因子：
3.4
通讯作者：
Duffy, Sean
中科院分区：
文献类型：
--
作者：
Huttenlocher, Janellen;Vasilyeva, Marina;Duffy, Sean
这项研究考察了年仅4岁的儿童在需要沿单一维度调整距离的任务中使用模型的能力。在实验1中，我们发现涉及模型的任务在难度上类似于我们早先研究的涉及地图的任务(Huttenlocher，J.，Newcombe，N，&Vasilyeva，M.(1999)。幼儿的空间尺度。《心理科学》，10,393-398)。在实验2中，我们发现，儿童指出隐藏物体在实际空间中的位置的提取任务比放置任务要困难得多，放置任务是儿童将可见物体放置在实际空间中的特定位置。我们讨论了提取和放置任务的不同难度对理解符号发展的可能影响。(C)2007年，爱思唯尔出版。
The present research examines the ability of children as young as 4 years to use models in tasks that require scaling of distance along a single dimension. In Experiment 1, we found that tasks involving models are similar in difficulty to those involving maps that we studied earlier (Huttenlocher, J., Newcombe, N., & Vasilyeva, M. (1999). Spatial scaling in young children. Psychological Science, 10, 393-398). In Experiment 2, we found that retrieval tasks, where children indicate the location of a hidden object in an actual space are substantially more difficult than placement tasks, where children put a visible object in a particular location in an actual space. We discuss possible implications of the differential difficulty of retrieval and placement tasks for the understanding of symbolic development. (c) 2007 Published by Elsevier B.V.