SYMBOLIC FUNCTIONING IN VERY YOUNG-CHILDREN - UNDERSTANDING OF PICTURES AND MODELS
SYMBOLIC FUNCTIONING IN VERY YOUNG-CHILDREN - UNDERSTANDING OF PICTURES AND MODELS
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DOI：
10.1111/j.1467-8624.1991.tb01566.x
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发表时间：
1991-08-01
影响因子：
4.6
通讯作者：
DELOACHE, JS
中科院分区：
文献类型：
--
作者：
DELOACHE, JS
在人们能够理解或使用任何符号之前，人们必须首先认识到它是一个符号，也就是说，它代表或代表了它本身以外的东西。本文报道了4个研究，考察了幼儿对两种不同的符号刺激尺度模型和图片的理解。这些数据重复了之前的发现，即2.5岁的儿童很难理解比例模型与其所代表的更大空间之间的关系，但他们很容易理解图片与其所指对象之间的关系。这一结果被解释的双重取向假说。模型对幼儿来说是困难的，因为它们需要一个双重的表征--一个孩子必须把一个模型既当作一个物体本身，又当作另一个物体的表征。因为图片不像真实的物体那样突出，所以它们不需要双重表示。提出了支持双重取向假说的几种证据。另一个结果是转移效应的发生：先前的图片任务的经验导致更好的性能在随后的模型任务。这一发现表明，他们理解的符号媒介的经验可以帮助幼儿找出一个不同的，不熟悉的媒介，否则他们不会理解。
Before one can understand or use any symbol, one must first realize that it is a symbol, that is, that it stands for or represents something other than itself. This article reports 4 studies investigating very young children's understanding of 2 different kinds of symbolic stimuli—scale models and pictures. The data replicate previous findings that 2.5‐year‐old children have great difficulty appreciating the relation between a scale model and the larger space it represents, but that they very readily appreciate the relation between a picture and its referent. This result is interpreted in terms of the dual orientation hypothesis. Models are difficult for young children because they require a dual representation—a child must think about a model both as an object itself and as a representation of something else. Because pictures are not salient as real objects, they do not require a dual representation. Several kinds of evidence supporting the dual orientation hypothesis are presented. An additional result was the occurrence of a transfer effect: Prior experience with a picture task led to better performance on a subsequent model task. This finding suggests that experience with a symbolic medium they understand can help young children figure out a different, unfamiliar medium that they would otherwise not understand.