从结构中推断时间:儿童从视觉数组中推断过去事件的时间顺序。

IF 3.2 3区 心理学 Q1 PSYCHOLOGY, EXPERIMENTAL
Brandon W Goulding, Emily Elizabeth Stonehouse, Ori Friedman
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引用次数: 0

摘要

物体的当前位置提供了关于过去事件的时间顺序的信息。例如,通过简单地检查地下物体的位置,地质学家和历史学家可以确定它们的相对年龄。在三个实验中,我们探讨了这种从结构推断时间的能力在3-6岁儿童中的发展(N = 317)。在所有的实验中,孩子们看到对象数组的图片(例如,一堆积木),并选择放置在第一个或最后一个的项目。在最后的实验中,孩子们也对未来做出了判断(例如,“他们会先拿起哪个积木?”)。到5岁时,孩子们大多能准确地推断出过去事件的顺序。孩子们在推断第一个比最后一个更准确,在推断未来比过去更准确。研究结果表明,孩子们通过模拟过去事件的发展来推断历史,而3-4岁的孩子可能很难完成这些模拟。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Time from structure: Children infer the temporal order of past events from visual arrays.

The current locations of objects are informative about the temporal order of past events. For example, by simply examining the locations of objects underground, geologists and historians can determine their relative ages. In three experiments, we explored the development of this ability to infer time from structure in children 3-6-years of age (N = 317). In all experiments, children saw pictures of object arrays (e.g., a stack of blocks) and selected the item placed first or last. Children in the final experiment also made judgments about the future (e.g., "Which block will they pick up first?"). By age 5, children were mostly accurate at inferring the order of past events. Children were more accurate when inferring first than last, and when inferring the future than the past. The findings suggest that children infer history by simulating how past events unfolded, and that 3-4-year-olds may struggle to perform these simulations.

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来源期刊
CiteScore
6.70
自引率
2.90%
发文量
165
期刊介绍: The journal provides coverage spanning a broad spectrum of topics in all areas of experimental psychology. The journal is primarily dedicated to the publication of theory and review articles and brief reports of outstanding experimental work. Areas of coverage include cognitive psychology broadly construed, including but not limited to action, perception, & attention, language, learning & memory, reasoning & decision making, and social cognition. We welcome submissions that approach these issues from a variety of perspectives such as behavioral measurements, comparative psychology, development, evolutionary psychology, genetics, neuroscience, and quantitative/computational modeling. We particularly encourage integrative research that crosses traditional content and methodological boundaries.
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