DEVELOPMENT OF SPATIAL CODING

这项研究的目的是调查 空间理解的发展：儿童如何编码 空间物体的位置，在18个月至2010年期间， 6年，和使用他们可以耙这些表示在 预测空间转换的结果。 的 实验旨在解决四个问题：（1）是否 早期空间编码包括度量信息，如果是，如何 测量精度随年龄变化或不变化;（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， （3）在什么情况下;（4）个别对象是否 （4）相互之间的关系;（4）在什么情况下 条件幼儿可以计算的结果空间 转变 前两个问题将使用 两种方法：一个适合检查编码的沙箱隐藏任务 一个物体的位置，和一个自由放置任务， 其可以检查对象阵列的编码。 的 这两项任务在代表性方面是否不同的问题 需求也将得到审查。 第三个问题是 仅使用自由安置方法解决。 第四 这个问题将通过比较幼儿的能力来解决 回答关于观众移动结果的项目问题， 一个数组的视觉外观与他们的回答能力 外观问题。 后者是传统的皮亚杰式 方法来看待观点，而前者是 Huttenlocher和Presson（1979）的研究表明， 至少对9岁的孩子来说。 拟议的实验应该阐明我们对以下问题的理解： 空间编码和转换在很小的孩子。 的 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。 结果也会有 发展中的应用问题的影响 包括编写教育材料， 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.