儿童和青少年的空间—时间隐喻图式

doi:10.16187/j.cnki.issn1001-4918.2020.05.01

摘要/Abstract

摘要： 研究考察儿童和青少年是否具有“左-右”空间-时间隐喻图式。以泉州市惠安县4所学校小学三年级、小学六年级、初中三年级和高中三年级共100名学生为被试，完成时态-按键匹配任务。结果发现，各年级被试均对“左-过去，右-将来”的按键匹配比对“左-将来，右-过去”的按键匹配反应更快，准确率更高，表明自小学三年级起，儿童和青少年在时间隐喻图式上表现出和成人一致的模式，未发现年龄发展效应。该发现支持隐喻结构观。

关键词: 时间隐喻, 认知发展, 语言发展, 儿童, 青少年

Abstract: The present study investigated the “left-past, right-future” space-time metaphor for the children and teenagers. This study recruited 100 elementary, junior and senior high school students (Grades 3,6,9 and 12) from 4 schools in Hui'an, Quanzhou, China. Participants categorized a series of phrases as referring to the past or to the future by pressing a left or a right key. Results showed that the “past-left, future-right” time-space match was responded faster and more accurate than the mismatch condition, supporting the psychological reality of the “left-past, right-future” space-time metaphor for the children and teenagers. In Summary, the children and teenagers from Grade 3 to Grade 12 have a space-time metaphor similar to the adults. This finding supports the Metaphoric-Structuring View.

Key words: time metaphor, cognitive development, language development, children, teenagers

中图分类号:

B844

杜萱, 林嘉懿, 陈黎静. 儿童和青少年的空间—时间隐喻图式[J]. 心理发展与教育, 2020, 36(5): 513-519.

DU Xuan, LIN Jiayi, CHEN Lijing. The Space-time Metaphor of the Children and Teenagers[J]. Psychological Development and Education, 2020, 36(5): 513-519.

参考文献

Bender, A., & Beller, S. (2014). Mapping spatial frames of reference onto time:A review of theoretical accounts and empirical findings. Cognition, 132(3), 342-382.
Boroditsky, L. (2000). Metaphoric structuring:Understanding time through spatial metaphors. Cognition, 75(1), 1-28.
Boroditsky, L. (2001). Does language shape thought?:Mandarin and English speakers' conceptions of time. Cognitive Psychology, 43(1), 1-22.
Boroditsky, L., Fuhrman, O., & McCormick, K. (2011). Do English and Mandarin speakers think about time differently? Cognition, 118(1), 123-129.
Bottini, R., Crepaldi, D., Casasanto, D., Crollen, V., & Collignon, O. (2015). Space and time in the sighted and blind. Cognition, 141, 67-72.
Casasanto, D., & Boroditsky, L. (2008). Time in the mind:Using space to think about time. Cognition, 106(2), 579-593.
Casasanto, D., Fotakopoulou, O., & Boroditsky, L. (2010). Space and time in the child's mind:Evidence for a cross-dimensional asymmetry. Cognitive Science, 34(3), 387-405.
Chan, T. T., & Bergen, B. (2005). Writing direction influences spatial cognition. Paper presented at the Proceedings of the 27th annual conference of the cognitive science society.
Chen, J. Y. (2007). Do Chinese and English speakers think about time differently? Failure of replicating Boroditsky (2001). Cognition, 104(2), 427-436.
Ding, X., Feng, N., Cheng, X., Liu, H., & Fan, Z. (2015). Are past and future symmetric in mental time line? Frontiers in Psychology, 6(208).
Giora R. (1999). On the priority of salient meanings:Studies of literal and figurative language. Journal of Pragmatics, 31(7), 919-929.
Fuhrman, O., & Boroditsky, L. (2007). Mental time-lines follow writing direction:Comparing English and Hebrew speakers. Paper presented at the Proceedings of the Annual Meeting of the Cognitive Science Society.
Fuhrman, O., & Boroditsky, L. (2010). Cross-cultural differences in mental representations of time:Evidence from an implicit nonlinguistic task. Cognitive Science, 34(8), 1430-1451.
Li, H. (2017). Time on hands:deliberate and spontaneous temporal gestures by speakers of mandarin. Gesture, 16(3), 396-415.
Lakoff, G. (1987). Women, fire, and dangerous things. Chicago:University of Chicago press, 77-90.
Lakoff, G., & Johnson, M. (1980). Metaphors we live by. Chicago:University of Chicago press.
Mashal, N., Faust, M., Hendler, T., (2005). The role of the right hemispherein processing nonsalient metaphorical meanings:application ofprincipal components analysis to fMRI data. Neuropsychologia, 43, 2084-2100.
Nava, E., Rinaldi, L., Bulf, H., & Macchi Cassia, V. (2017). Visual and proprioceptive feedback differently modulate the spatial representation of number and time in children. Journal of Experimental Child Psychology, 161, 161-177.
Saj, A., Fuhrman, O., Vuilleumier, P., & Boroditsky, L. (2014). Patients with left spatial neglect also neglect the "left side" of time. Psychological Science, 25(1), 207-214.
Santiago, J., Lupáñez, J., Pérez, E., & Funes, M. J. (2007). Time (also) flies from left to right. Psychonomic Bulletin & Review, 14(3), 512-516.
Sell, A. J., & Kaschak, M. P. (2011). Processing time shifts affects the execution of motor responses. Brain and language, 117(1), 39-44.
Torralbo, A., Santiago, J., & Lupiáñez, J. (2006). Flexible conceptual projection of time onto spatial frames of reference. Cognitive Science, 30(4), 745-757.
Ulirich, R., Eikmeier, V., de la Vega, I., Fernández, S.R., Alex-Ruf, S., & Maienborn, C.(2012). With the past behind and the future ahead:Back-to front representation of past and future sentences. Memory & Cognition, 40(3), 483-495.
Vallesi, A., Weisblatt, Y., Semenza, C., & Shaki, S. (2014). Cultural modulations of space-time compatibility effects. Psychonomic Bulletin & Review, 21(3), 666-669.
Yang, W., & Sun, Y. (2016). English and mandarin speakers' mental representations of time. Review of Cognitive Linguistics, 14(2), 385-415.
陈栩茜, 张积家. (2011). 时间隐喻在汉语时间量词语义加工中的作用. 心理学报, 43(8), 863-877.
董奇. (1985). 小学儿童思维规则发展的实验研究. 心理发展与教育, 2 (3), 8-25.
郭晶晶, 赵婧超. (2017). 熟悉性对汉语隐喻义与本义加工机制的影响.心理科学, 40(6), 1302-1308.
金泓, 黄希庭. (2012). 时空隐喻研究的新问题:时间表征的左右方向性. 心理科学进展, 20(9), 1364-1371.
林崇德. (2008). 发展心理学. 北京:人民教育出版社, 271-272, 330-331.
王希杰. (1983). 汉语修辞学. 北京:北京出版社, 282-297.
周榕. (2003). 儿童时间隐喻能力发展趋势初探. 现代外语, 26(3),221-231.
朱智贤. (2003). 儿童心理学. 北京:人民教育出版社, 399-400.
朱智贤, 钱曼君, 吴凤岗, 林崇德. (1982). 小学生字词概念发展的研究. 心理科学通讯, 6(3), 23-29.

相关文章 15

[1]	王堃炎, 黄英航, 邓珏, 王璇, 张向葵. 从善念到善行:4~7岁儿童社会善念与亲社会行为的发展关联[J]. 心理发展与教育, 2026, 42(4): 457-466.
[2]	于晓, 张雅欣, 戚玥, 常尚钺, 何雯惺, 陈英和. 学龄儿童自然联结的发展轨迹及其与创造力倾向的关系:累加效应还是交互效应？[J]. 心理发展与教育, 2026, 42(4): 467-477.
[3]	郭筱琳, 李珮瑜, 张艺凡, 罗良. 成就预测思维:青少年学业表现与成长型思维的关系[J]. 心理发展与教育, 2026, 42(4): 536-543.
[4]	陈紫薇, 黄潇潇, 俞国良. 父母教养行为与儿童心理健康关系的三水平元分析[J]. 心理发展与教育, 2026, 42(4): 563-576.
[5]	吴旻, 张杰, 叶攀琴, 龚茜, 袁柯曼. 留守儿童非自杀性自伤行为的发展轨迹:同伴侵害模式的影响[J]. 心理发展与教育, 2026, 42(4): 586-595.
[6]	舒展, 彭申立, 赵纤, 黎志华. 累积家庭风险对低收入家庭儿童外化问题影响的即时与延时效应:有调节的中介模型[J]. 心理发展与教育, 2026, 42(4): 596-608.
[7]	李璇, 马淑风. 合作推理对青少年同伴关系发展的影响[J]. 心理发展与教育, 2026, 42(3): 315-325.
[8]	韩燕, 郭筱琳, 杨文静, 张恒, 王腾飞. 阅读困难儿童的执行功能结构分化滞后于正常发展儿童[J]. 心理发展与教育, 2026, 42(3): 326-336.
[9]	范兴华, 靳嘉宁, 燕利飞, 李潇潼, 邓汇溪. 留守困境对初中儿童个人成长主动性发展的影响:社会支持的中介作用[J]. 心理发展与教育, 2026, 42(3): 427-436.
[10]	赵泰格, 盛靓, 高君杰, 辛素飞. 父母情感温暖与青少年亲社会行为倾向的纵向关系:上行社会比较的作用[J]. 心理发展与教育, 2026, 42(3): 437-446.
[11]	刘洋, 闫哲, 常淑敏. 家庭社会经济地位对青少年早期社会能力发展的影响:一般自我概念的纵向中介作用[J]. 心理发展与教育, 2026, 42(3): 447-456.
[12]	张攀, 杨娟, 王小英. 象似性手势对3~4岁儿童汉语动作动词记忆和泛化的影响[J]. 心理发展与教育, 2026, 42(2): 153-161.
[13]	袁雯, 张旭然, 郭惠, 李燕芳. 儿童欺凌网络的结构特征与变化特点：基于社会网络分析视角[J]. 心理发展与教育, 2026, 42(2): 234-244.
[14]	王曼璐, 王智, 邵景进. 童年期忽视对青少年中期经历关系侵害的影响：自尊的纵向中介作用[J]. 心理发展与教育, 2026, 42(2): 274-284.
[15]	李丹, 陈佳宇, 刘思格, 吴德华, 尹华站. 青少年特质感恩与主观幸福感:生命意义的纵向解释作用[J]. 心理发展与教育, 2026, 42(1): 28-38.

多维度评价

Viewed

Full text

Abstract

Cited

Shared

Discussed