3～5岁儿童模式认知能力发展的研究

心理发展与教育 ›› 2003, Vol. 19 ›› Issue (4): 46-52.

3～5岁儿童模式认知能力发展的研究

史亚娟¹, 庞丽娟¹, 陶沙², 陈瑶²

1. 北京师范大学教育学院学前教育系, 北京, 100875;
2. 北京师范大学心理学院, 北京, 100875

出版日期:2003-10-15 发布日期:2003-10-15
作者简介:史亚娟(1976- ),女,山西临汾人,北京师范大学教育学院博士生.
基金资助:
国家攀登计划项目(95-专-09).

A Study on 3-5 Years Old Children’s Pattern Ability

SHI Ya-juan¹, PANG Li-juan¹, TAO Sha², CHEN Yao²

1. Department of Preschool Education, School of Education, Beijing Normal University, 100875;
2. School of Psychoogy, Beijing Normal University, 100875

Online:2003-10-15 Published:2003-10-15

摘要/Abstract

摘要： 选取北京市10所幼儿园的249名3～5岁儿童为被试,采用概括抽象程度不同的任务对儿童的模式复制和扩展能力进行个别测查。结果表明:(1)儿童早期模式认知能力发展的年龄主效应显著,性别主效应显著,年龄与性别的交互作用显著。(2)儿童模式复制能力在3 5～4 5岁之间发展较为迅速,模式扩展能力在4～5岁之间发展较为迅速。(3)儿童的模式复制能力无显著性别差异,但女孩的模式扩展能力显著高于男孩。(4)儿童的模式复制能力显著高于模式扩展能力,随着年龄的增长它们之间的差距有减小的趋势。(5)随着年龄的增长,儿童在模式复制和模式扩展任务中所犯错误水平在下降。

关键词: 模式, 模式认知, 模式复制, 模式扩展

Abstract: Thsi research was designed to explore the developmental characteristics and regularities of children's pattern ability.249 children aged 3-5 years participated in this study.We tested children's abilities of pattern duplication and extension with standard procedure.The results indicated:1.With the increase in age,children's pattern duplication increases gradually,and the development from 3.5-years old to 4.5 is very quick;children's pattern extension increases gradually,and the development from 4-years old to 5-years old is very quick.2.Girls'developmental level of pattern extension is higher than boys'.3.Children's developmental level of pattern duplication is higher than that of pattern extension and the differences decrease gradually from 3 to 5 years old.4.With the increase in age,children's level of errors in the pattern duplication and extension decrease gradually.

Key words: pattern, pattern cognition, pattern duplicatipn, pattern extension

中图分类号:

B844.12

史亚娟, 庞丽娟, 陶沙, 陈瑶. 3～5岁儿童模式认知能力发展的研究[J]. 心理发展与教育, 2003, 19(4): 46-52.

SHI Ya-juan, PANG Li-juan, TAO Sha, CHEN Yao. A Study on 3-5 Years Old Children’s Pattern Ability[J]. Psychological Development and Education, 2003, 19(4): 46-52.

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