摘要
本实验以按时序排队和组成时间系列以及口头申述理由为客观指标、探讨4—7岁儿童对每日时序(早晨、中午、晚上)和一日之延伸(昨晚、明早)以及对时序的相对性认知发展的水平和特点。结果表明:5、6岁儿童对一日之内早午晚时序已能正确认知,但4岁儿童仍相当困难;4、5、6岁儿童对一日前后延伸的时序和时序相对性的认知随年龄而发展,但总的认知水平仍较低;对时序相对性的认知到7岁可以达到。儿童对时序的理解是以本身的生活经验为时间关系的参照物。儿童时间词语的发展与对时间关系的认知是互相促进的,两者的发展是不同步的。
The purpose of this study is to explore the levels and characterist-ics of the development of.children’s cognition of time-sequence withina day (morning, afternoon,evening), and its extension (yesterdayevening, tomorrow morning), as well as the relativity of time-sequenceitself, with arrangement of time-pictures and filling blank(s) in pictureseries according to the sequence of time. The subjects’ explanations oftheir responses are taken into account. The results indicate:Children of 5 to 6 years of age correctlyunderstand the time-sequence within a day while the 4-year-olds cannot. The cognition of the 4 to 6-year-olds about "yesterday evening","tomorrow morning" and the relativity of time-sequence develops withage, but their levels of development are rather low. The 7-year-oldsknow well the relativity of time-sequence. Children’s comprehension of time-sequence is related to their ownexperiences. The development of temporal words and the cognition oftemporal relations facilitate each other, but they do not go synchro-nously.
出处
《心理学报》
1984年第2期165-173,共9页
Acta Psychologica Sinica
