顺序性和语言框架影响学龄前儿童对空间结构的记忆

IF 1.6 2区 心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL
Journal of Cognition and Development Pub Date : 2023-01-01 Epub Date: 2022-12-08 DOI:10.1080/15248372.2022.2144318
Helen Branyan, Elisheva Fridman, Samuel Shaki, Koleen McCrink
{"title":"顺序性和语言框架影响学龄前儿童对空间结构的记忆","authors":"Helen Branyan, Elisheva Fridman, Samuel Shaki, Koleen McCrink","doi":"10.1080/15248372.2022.2144318","DOIUrl":null,"url":null,"abstract":"<p><p>During the preschool years, children are simultaneously undergoing a reshaping of their mental number line and becoming increasingly sensitive to the social norms expressed by those around them. In the current study, 4- and 5-year-old American and Israeli children were given a task in which an experimenter laid out chips with numbers (1-5), letters (A-E), or colors (Red-Blue, the first colors of the rainbow), and presented them with a specific order (initial through final) and direction (Left-to-right or Right-to-left). The experimenter either did not demonstrate the laying out of the chips (Control), emphasized the process of the left-to-right or right-to-left spatial layout (Process), or used general goal language (Generic). Children were then asked to recreate each sequence after a short delay. Children also completed a short numeracy task. The results indicate that attention to the spatial structuring of the environment was influenced by conventional framing; children exhibited better recall when the manner of layout was emphasized than when it was not. Both American and Israeli children were better able to recall numerical information relative to non-numerical information. Although children did not show an overall benefit for better recall of information related to the culture's dominant spatial direction, American children's tendency to recall numerical direction information predicted their early numeracy ability.</p>","PeriodicalId":47680,"journal":{"name":"Journal of Cognition and Development","volume":null,"pages":null},"PeriodicalIF":1.6000,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10038218/pdf/","citationCount":"0","resultStr":"{\"title\":\"Ordinality and Verbal Framing Influence Preschoolers' Memory for Spatial Structure.\",\"authors\":\"Helen Branyan, Elisheva Fridman, Samuel Shaki, Koleen McCrink\",\"doi\":\"10.1080/15248372.2022.2144318\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><p>During the preschool years, children are simultaneously undergoing a reshaping of their mental number line and becoming increasingly sensitive to the social norms expressed by those around them. In the current study, 4- and 5-year-old American and Israeli children were given a task in which an experimenter laid out chips with numbers (1-5), letters (A-E), or colors (Red-Blue, the first colors of the rainbow), and presented them with a specific order (initial through final) and direction (Left-to-right or Right-to-left). The experimenter either did not demonstrate the laying out of the chips (Control), emphasized the process of the left-to-right or right-to-left spatial layout (Process), or used general goal language (Generic). Children were then asked to recreate each sequence after a short delay. Children also completed a short numeracy task. The results indicate that attention to the spatial structuring of the environment was influenced by conventional framing; children exhibited better recall when the manner of layout was emphasized than when it was not. Both American and Israeli children were better able to recall numerical information relative to non-numerical information. Although children did not show an overall benefit for better recall of information related to the culture's dominant spatial direction, American children's tendency to recall numerical direction information predicted their early numeracy ability.</p>\",\"PeriodicalId\":47680,\"journal\":{\"name\":\"Journal of Cognition and Development\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.6000,\"publicationDate\":\"2023-01-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10038218/pdf/\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Cognition and Development\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://doi.org/10.1080/15248372.2022.2144318\",\"RegionNum\":2,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"2022/12/8 0:00:00\",\"PubModel\":\"Epub\",\"JCR\":\"Q3\",\"JCRName\":\"PSYCHOLOGY, DEVELOPMENTAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Cognition and Development","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1080/15248372.2022.2144318","RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2022/12/8 0:00:00","PubModel":"Epub","JCR":"Q3","JCRName":"PSYCHOLOGY, DEVELOPMENTAL","Score":null,"Total":0}
引用次数: 0

摘要

在学龄前阶段,儿童的心理数字线正在重塑,同时他们对周围人所表达的社会规范也越来越敏感。在本研究中,4-5 岁的美国和以色列儿童接受了这样一项任务:实验者将数字(1-5)、字母(A-E)或颜色(红-蓝,彩虹的第一种颜色)的筹码摆放出来,并按照特定的顺序(从头到尾)和方向(从左到右或从右到左)摆放。实验者要么不演示芯片的摆放(对照组),要么强调从左到右或从右到左的空间布局过程(过程组),要么使用一般目标语言(通用组)。然后,要求儿童在短暂延迟后重现每个序列。儿童还完成了一项简短的计算任务。结果表明,对环境空间结构的注意受传统框架的影响;在强调布局方式时,儿童的回忆能力比不强调布局方式时强。相对于非数字信息,美国和以色列儿童都能更好地回忆数字信息。虽然儿童在更好地回忆与文化主导空间方向有关的信息方面并没有表现出整体上的优势,但美国儿童回忆数字方向信息的倾向预测了他们早期的计算能力。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Ordinality and Verbal Framing Influence Preschoolers' Memory for Spatial Structure.

During the preschool years, children are simultaneously undergoing a reshaping of their mental number line and becoming increasingly sensitive to the social norms expressed by those around them. In the current study, 4- and 5-year-old American and Israeli children were given a task in which an experimenter laid out chips with numbers (1-5), letters (A-E), or colors (Red-Blue, the first colors of the rainbow), and presented them with a specific order (initial through final) and direction (Left-to-right or Right-to-left). The experimenter either did not demonstrate the laying out of the chips (Control), emphasized the process of the left-to-right or right-to-left spatial layout (Process), or used general goal language (Generic). Children were then asked to recreate each sequence after a short delay. Children also completed a short numeracy task. The results indicate that attention to the spatial structuring of the environment was influenced by conventional framing; children exhibited better recall when the manner of layout was emphasized than when it was not. Both American and Israeli children were better able to recall numerical information relative to non-numerical information. Although children did not show an overall benefit for better recall of information related to the culture's dominant spatial direction, American children's tendency to recall numerical direction information predicted their early numeracy ability.

求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
CiteScore
4.00
自引率
0.00%
发文量
29
期刊介绍: The Journal of Cognition and Development is the official journal of the Cognitive Development Society (CDS). Some CDS members are concerned with basic research or theory; others focus on policy issues and practical applications. The range of interests includes cognitive development during all stages of life, and we seek to understand ontogenetic processes in both humans and nonhumans. Finally, their interests encompass typical as well as atypical development, and we attempt to characterize both biological and cultural influences on cognitive change and continuity.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信