再構成課題における幼児の空間参照枠の使用 : 呈示物の遮蔽と移動方法の影響

Young Children's Use of Spatial Reference Frames in a Reconstruction Task : Effects of Cover and Movement Path

鄭 暁琳

広島大学大学院教育学研究科紀要. 第三部, 教育人間科学関連領域

Bulletin of the Graduate School of Education, Hiroshima University. Part 3, Education and human science

Humans typically use two kinds of spatial reference system to understand the world: the relative reference frame, and the absolute reference frame. In the current study, we used a reconstruction task (the animals-in-a-row task) to examine the development of the spatial reference system in children. Children aged 4–6 years participated in two experiments. Experiment 1 examined whether children utilize an absolute reference frame when the object was covered. Experiment 2 examined whether children utilized different reference frames when the movement path was changed. The results revealed that cover did not influence children’s spatial reference frame method. In addition, children used absolute reference frames more effectively when they moved around the table, compared with when they moved between the tables. We discuss these findings in the context of previous research, and the development of the use of reference frames over time.

spatial reference frame

cognitive development

young children

空間参照枠

認知発達

幼児

心理学 [ 140 ]

日本語

広島大学大学院教育学研究科

[ISSN] 1346-5562

[NCID] AA11625039