摘要
本研究以令儿童比较时距长短为手段进一步探查学前（５、６岁）儿童对短时时距的认知过程，挖掘幼儿的认知潜力。研究结果表明：１）学前５、６岁儿童已能区分只有几秒钟差异的短时时距；２）６岁儿童已能使用时间标尺测量时间，５岁儿童已有潜力把时间看成是可以计数的维量；３）两时距的时间差别大小是影响儿童认知成绩的主要因素之一。
The purpose of the present study was to explore how the preschoolers estimate time durations with (if any) strategies. A figure of a panda was shown on the screen of the computer with different time intervals of 2, 4, 6 and & seconds respectively in a random order. The subject was asked to reproduce the same time intervals by pressing a key to have the panda shown on the screen. The preschoolers aged 5 and 6 were assigned to three experimental conditions. The results were that the preschoolers could distinguish the variations of the simple time durations within aforesaid seconds. The 4-second duration was estimated more accurately than the others under the 'noreference-to-the-click' condition. The 6-second duration was accurately estimated by 5-year-olds under the 'reference-to-the -click' condition. Our findings also proved that the time references could be approached by children as early as 5 years old who would potentially regard time as a quantitative dimension.
出处
《心理科学》
CSSCI
CSCD
北大核心
1994年第1期3-9,63,共8页
Journal of Psychological Science
基金
国家自然科学基金
关键词
时距
认知
策略
time duration,cognition, strategy.
