再構成課題における日本と中国の幼児の空間参照枠の使用 : 実験者位置の影響

Japanese and Chinese Children’s Use of Spatial Reference Frames in a Reconstruction Task: The Effects of Experimenter’s Position

鄭 暁琳

杉村 伸一郎

幼年教育研究年報

The Annual of research on early childhood

[ISSN] 0388-3078

[NCID] AN00246110

Humans typically use three kinds of spatial reference system to understand the world: the relative reference frame, the absolute reference frame, and the intrinsic 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. Japanese and Chinese children aged 3-5 years participated in experiments to examined whether Japanese and Chinese children utilized different reference frames in a reconstruction task and whether children utilized different reference frames when the experimenter’s position was changed. The results revealed that Chinese children using relative or absolute reference frame increased with age and the other responses decreased with age. However, in Japanese children only the other responses decreased with age. In addition, both Japanese and Chinese children tended to use absolute reference frames when the experimenter was in an absolute position, and they tended to use the relative reference frame when the experimenter was in a relative position.

spatial reference frame

cognitive development

young children

教育 [ 370 ]

日本語

広島大学大学院教育学研究科附属幼年教育研究施設

Copyright (c) 2017 幼年教育研究年報編集委員会

[ISSN] 0388-3078

[NCID] AN00246110