Psychological Development and Education ›› 2008, Vol. 24 ›› Issue (4): 1-7.

    Next Articles

Spatial Representation Understanding and Use in 3- to 5-Year-Olds

PANG Li-juan1, WEI Yong-gang1,2, LIN Li1, HAN Xiao-yu3   

  1. 1. State Key Laboratory of Cognitive Neural Science and Learning, Beijing Normal University, Beijing 100875;
    2. School of Early Childhood Education, Chongqing Normal University, Chongqing 401331;
    3. Capital Elementary Education Research Institute, Beijing Normal University, Beijing 100875
  • Online:2008-10-15 Published:2008-10-15

PDF (PC)

Abstract: With 4 spatial representations tasks administrated on 96 3-to 5-year-olds,we examined the characteristics of children's understanding and use of spatial representations from language spatial presentation,model spatial representation,and picture spatial representation.The result showed that:(1)in general,the ability of understanding spatial representation is advantageous to the ability of use spatial representation across 3-to 5-year-olds;(2)the development of 3- to 5-year-old children's spatial representations understanding and use emerges a significant age effect;(3)in different types of spatial representations,the difference between language spatial representation understanding and model spatial representation understanding in 3-year-olds is significant,the difference between language spatial presentation use,model spatial representation use,and picture spatial representation use in 4-year-olds is significant,and there is not any significant difference between any other representations understanding or use in 3- to 5-year-olds.

Key words: language spatial presentation, model spatial representation, picture spatial representation, representation understanding, representation use

CLC Number: 

  • B844.1
[1] 赵民涛.物体位置与空间关系的心理表征.心理科学进展,2006,(3):321-327.
[2] 徐凡.幼儿空间表征的初步实验研究.心理学报.1989,(1):68-75.
[3] Landau B.Earlymap use as an ualeamed ability.Cognition,1986,22:201-223.
[4] Lihen L S,Downs R M.Understanding of maps as symbols:The development of map concepts in children.Advances in Child Development and Behavior,1989,22:145-201.
[5] Neweomha N S.Spatial cognition.In:Steven.Handbook of Exper imental Psychology.Third edition.New York:John Wiley & Sons,Inc.,2002.113-147.
[6] Hunealocher J,Newcombe N,Sandberg E H.The coding of spatial location in young child.Cognitive Psychology.1994,27:115-147.
[7] 孙瑾.幼儿日常空问问题解决能力发展研究.北京:北京师范大学硕士论文,2005.
[8] Plumert J M,Hawkins A M.Bias in young children's communica tion about spatial relations:Containment versus proximity.Child Develop ment,2001.22:22-36.
[9] 田学红,方格.国外有关儿童对地图表征的认知发展研究.心理科学进展,2000,(2):14-20.
[10] Bluestein N L,Acredolo L P.Map-reading ability in young chil dren.Child Development,1979,50:691-697.
[11] DeLoaehe J S.The development of representation in young chil dron.Advances in Child Development and Behavior.1989,22:1-39.
[12] DeLoache J S.Young children's understanding of the cormspon donce between a scale model and a large scale.Cognitive Development,1989,14:121-139.
[13] Quinn C P,Adams Adra,Kennedy E.Shettler L,Wasnik A.De velopment of an abstract category representation for the spatial relation Be tween in 6-to 10-month-oid infants.Developmental Psychology,2003,39:151-163.
[14] BladeM,SpencerC.The development of children's ability to use spatial representations.Advances in Child Development and Behavior,1995,25:157-199.
[15] DeLoache S J.Becoming symbol-minded.Trends in Cognitive Sciences,2004,8:66-70.
[16] Casasols M.Canlansunge do the driving?The effect of linguistic input on infants'categorization of support spatial relations.Developmental Psychology,2005,41:183-192.
[17] 黄瑾.学前儿童数学教育.第二版.上海:华东师范大学出版社,2007,209-211.
[18] 陈帼眉.冯晓霞,庞丽娟.学前儿童发展心理学.第二版.北京:北京师范大学出版社,1995,224-255.
[19] DeLoacheS J,Simeock G.Macari S.Planes,trains,automobiles and tea sets:Extremely intense interests in very young children.Developmen ud Psychology,2007,43:1579-1586.
[20] SimeoekG,DeLoache S J.Getthepicture?The effects of ieonieity on toddlers'reenactment from picture books.Developmental Psychology,2006.42:1352-1357.
[1] ZHOU Hai-li, ZHOU Hui. 4- to 7-Year-olds' Trust Judgment Based on Trustee's Trustworthiness Traits and Scenarios [J]. Psychological Development and Education, 2014, 30(6): 570-576.
[2] ZHU Ying, LIU Ya-peng, ZHANG Guang-zhen, ZHANG Yin-ping, LIANG Zong-bao, YE Ming, DENG Hui-hua. The Role of Child Affectivity on Parenting Style at Toddlerhood [J]. Psychological Development and Education, 2014, 30(6): 577-584.
[3] LI Yan-fang, XU Liang-yuan, LV Ying, LIU Li-jun, WANG Yun. The Associations between Mother-child Relationship, Teacher-child Relationship and Social Adaptive Behaviors for Preschool Migrant Children [J]. Psychological Development and Education, 2014, 30(6): 624-634.
[4] LU Chun, GUO Hong-Li, SI Ji-wei, SUN Yan. Representation Patterns of Children’s and Adults’ Fraction Estimation on Different Number Lines [J]. Psychological Development and Education, 2014, 30(5): 449-456.
[5] LIU Ni-na, TONG Wen, YAN Guo-li. The Development of Chinese Orthographic Awareness in Pre-school Children [J]. Psychological Development and Education, 2014, 30(5): 457-465.
[6] CHEN Guang-hui. The Relationship between Bullying/victimization and Peer Network among Children：based on p* Model [J]. Psychological Development and Education, 2014, 30(5): 474-481.
[7] LU Feng-ying, TANG Yong-long, CAO Meng-lu, LIU Xiao-jun. Child Abuse and Motivation to Abstain from Drugs：The Mediating Role of Self-Concept [J]. Psychological Development and Education, 2014, 30(5): 527-532.
[8] MA Feng-ling, TANG Yu-long, ZHENG Ting-ting, XU Fen. The Development of 3-to 5-Year-olds' Trust Judgment Based on Face [J]. Psychological Development and Education, 2014, 30(4): 337-344.
[9] WU Hai-zhen, ZHAO Lei, LU Ying-jun. The Effect of Mozart Music on Child Spatio-Temporal Reasoning Ability [J]. Psychological Development and Education, 2014, 30(4): 345-354.
[10] ZHONG You-jie, LI Yan-hua, ZHANG Jin-fu. A Short-term Intervention Study on the Children’s Aggressive Behavior：From the Perspective of Social Information Processing [J]. Psychological Development and Education, 2014, 30(3): 225-233.
[11] LI Zhan-xing, CAO Xian-cai, PANG Wei-guo, NIU Yu-bai. 6-to 10-Year-Old Children’s Moral Emotion Judgment and Attribution to the Actors in Victimizing Context [J]. Psychological Development and Education, 2014, 30(3): 252-258.
[12] GULNUR Azat, SU Yan-jie, YU Wen. Understanding of Lies and its Relation to the Understanding of Self and Others’ False Belief in Children With and Without Autism [J]. Psychological Development and Education, 2014, 30(2): 113-120.
[13] NIE Jin-wen, LU Yong-li. Fathers’ Involvement and Children’s Delay of Gratification：the Moderating Role of Gender [J]. Psychological Development and Education, 2014, 30(2): 121-128.
[14] HAO Zhen, CUI Li-juan. The Impact of Perceived Discrimination on Chinese Migrant Children’s Social Integration：Mediator Mechanisms And Moderator Effect of Self-esteem [J]. Psychological Development and Education, 2014, 30(2): 137-144.
[15] NI Shi-guang, LI Hong. The Effect of Coping and Social Support on the Relationship between Perceived Discrimination and Identity Integration among Chinese Migrant Children [J]. Psychological Development and Education, 2014, 30(1): 31-38.
Viewed
Full text


Abstract

Cited
  Shared   
  Discussed   
No Suggested Reading articles found!
Copyright 2018 © Editorial office of Psychological Development and Education
Supported by Beijing Magtech Co.Ltd