作　　者： ; ; ;

机构地区： 浙江师范大学教师教育学院心理学系

出　　处： 《心理发展与教育》 2007年第3期26-31,共6页

摘　　要： 本研究探讨儿童图形识别取样的时间和空间策略。被试为24名六年级学生和24名三年级学生,刺激材料为20个不规则无意义几何图形。结果发现:六年级学生采取取样空间扩展为主,取样时间调整为辅的策略,三年级学生采用增加取样时间为主,扩展取样空间为辅的取样策略。任务难度加大时,被试采用恒定取样点时间和增加取样点数目的时-空策略。在空间取样策略发展上,学生年龄和任务难度的交互影响显著。 An eye movements study on the temporal-spatial strategy for irregular geometric figure recognition was conducted. Participants were 24 students of grade 6 and 24 students of grade 3 from a primary school. The stimuli were 20 irregular geometric figures. It was found that, The students of grade 6 always were good at spatial strategy of adding the number of fixations, and then adjusting the duration on each fixation in the sampling; but the students of grade 3 were good at using temporal strategy of adding duration on each fixation, and then adding the number of fixations on sampling. With the task difficulty increasing, the students might use the strategy of regularizing duration of fixation and adding the number of fixations. The interaction between grade and display style had a significant effect on the spatial strategy in the figure recognition.

关 键 词： 儿童 图形识别 取样 策略

领　　域： [哲学宗教] [哲学宗教]