DEVELOPMENT OF SPATIAL CODING

拟议研究的目的是调查 空间理解的发展：儿童如何编码 物体在空间的位置，在18个月至 6年，以及他们可以利用这些表示法的用途 预测空间转换的结果。这个 实验旨在解决四个问题：(1)是否 早期的空间编码包括度量信息，如果是这样的话，如何编码 公制精确度是否随年龄变化；(2)是否 早期的空间编码使用单个地标或 地标，以及自我是否被用作地标，如果是， 在什么情况下；(3)个别物体是否 相互之间的内部编码；(4)在什么下 幼儿可以计算空间结果的条件 变形。前两个问题将通过以下方式解决 两种方法：适合检查编码的沙盒隐藏任务 单个对象的位置和自由放置任务 其中可以检查对象阵列的编码。这个 这两个任务在表征上是否不同的问题 要求也将被审查。第三个问题是 仅使用免费安置方法解决了问题。第四次 问题将通过比较幼儿的能力来解决 要回答有关观众移动的结果的项目问题，请 具有回答能力的数组的视觉外观 外貌问题。后者是传统的皮亚杰风格 观点采择的方法，而前者是 Huttenlocher和Presson(1979)表明要容易得多，在 至少对9岁的孩子来说是这样。 拟议的实验应该澄清我们对 幼儿的空间编码和转换。这个 结果将对患有各种疾病的儿童产生影响 空间障碍，包括盲童和儿童 有学习障碍的人。结果也会有 应用题在师范生发展中的意义 儿童，包括开发教育材料和 环境设计。

The purpose of the proposed research is to investigate the development of spatial understanding: how children encode the locations of objects in space, in the period between 18 months and 6 years, and the uses they can rake of these representations in anticipating the outcomes of spatial transformations. The experiments are designed to address four questions: (1) whether early spatial coding includes metric information, and, if so, how metric accuracy changes or does not change with age; (2) whether early spatial coding uses single landmarks or a framework of landmarks, and whether the self is used as a landmark and, if so, under what conditions; (3) whether individual objects are internally coded in relation to each other; (4) under what conditions young children can compute the outcome of spatial transformations. The first two questions will be addressed using two methods: a sandbox hiding task suitable for examining coding of the location of a single object, and a free placement task with which the coding of arrays of objects can be examined. The question of whether these two tasks differ in representational demands will also be examined. The third question will be addressed using the free placement methodology alone. The fourth question will be addressed by comparing young children's ability to answer item questions about the outcome of viewer movement on the visual appearance of an array with their ability to answer appearance questions. The latter are the traditional Piagetian method for looking at perspective taking, while the former were shown by Huttenlocher and Presson (1979) to be much easier, at least for 9-year-old children. The proposed experiments should elucidate our understanding of spatial coding and transformation in very young children. The results would have implications for children with a variety of spatial handicaps, including blind children and children with learning disabilities. The results would also have implications for applied questions in the development of normal children, including the development of educational materials and environmental design.