Children plan manual actions similarly in structured tasks and in free play

IF 1.8 2区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Journal of Experimental Child Psychology Pub Date : 2024-11-22 DOI:10.1016/j.jecp.2024.106124

Sara Golmakani , Brianna E Kaplan , Karen E Adolph , Ori Ossmy

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引用次数: 0

Abstract

Visually guided planning is fundamental for manual actions on objects. Multi-step planning—when only the requirements for the initial action are directly visible in the scene—necessitates initial visual guidance to optimize the subsequent actions. We found that 3- to 5-year-old children (n = 23) who exhibited visually guided, multi-step planning in a structured tool-use task (hammering down a peg) also demonstrated visually guided planning during unstructured free play while interlocking Duplo bricks and Squigz pieces. Children who exhibited visually guided planning in the hammering task also spent more time looking at the to-be-grasped free-play object and at their construction during reach and transport compared with children who did not demonstrate multi-step planning in the hammering task. Moreover, visually guided planning in the Duplo and Squigz tasks was positively correlated, indicating that planning generalizes across contexts. Findings show that visually guided planning in young children generalizes across different manual actions on objects, including structured tool use and unstructured free play.

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在有组织的任务和自由游戏中，儿童计划手动操作的方式类似。

视觉引导规划是对物体进行手动操作的基础。多步骤规划--当场景中只有初始动作的要求是直接可见的--需要初始视觉引导来优化后续动作。我们发现，3 到 5 岁的儿童（n=23）在结构化的工具使用任务（敲下木桩）中表现出视觉引导下的多步骤规划时，他们在非结构化的自由游戏中将 Duplo 砖块和 Squigz 块联锁时也表现出视觉引导下的规划。与在锤击任务中未表现出多步骤规划的儿童相比，在锤击任务中表现出视觉引导规划的儿童在拿取和搬运过程中也会花更多的时间去观察即将被抓取的自由游戏物体及其构造。此外，在 Duplo 和 Squigz 任务中，视觉引导下的规划呈正相关，这表明规划可在不同情境下通用。研究结果表明，幼儿在视觉引导下对物体进行的规划可泛化到不同的手动操作中，包括有组织的工具使用和无组织的自由游戏。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Experimental Child Psychology Multiple-

CiteScore

4.50

自引率

7.70%

发文量

190

期刊介绍： The Journal of Experimental Child Psychology is an excellent source of information concerning all aspects of the development of children. It includes empirical psychological research on cognitive, social/emotional, and physical development. In addition, the journal periodically publishes Special Topic issues.