4～6岁幼儿对口语和文字信息的信任及运用

发布时间：2018-04-25 18:24

本文选题：信任 + 口语信息　；参考：《心理学报》2017年08期

【摘要】：研究以混合物分类为实验任务,探讨在面对口语和文字两种信息时,4~6岁中国幼儿的信任特点,在信任任务之后的即时和延时两个时间点上考察幼儿对所信任信息的运用,以及分析阅读水平对幼儿信息信任和运用的影响。研究结果表明:(1)4~6岁中国幼儿对不同类型信息都表现出高度信任,相较于口语信息,阅读水平高的幼儿表现出对文字信息的信任偏好;(2)幼儿在后续任务中较少运用所信任的信息,随着时间的推移,幼儿运用的口语信息持续减少,但文字信息的运用呈现先降后升的特点;(3)阅读水平在不同时间点上影响幼儿对所信任信息的运用,阅读水平低的幼儿在短时间内更多地运用口语信息,而阅读水平高的幼儿在更长时间里显著更多地使用文字信息。未来研究应进一步探究文字意识对幼儿文字信息信任和后续运用的作用。
[Abstract]:Using mixture classification as the experimental task, this study explored the trust characteristics of Chinese children aged 4 to 6 when they were faced with both spoken and written information, and examined their use of trusted information at the immediate and delayed time points after the trust task. And analyze the influence of reading level on the information trust and application of children. The results showed that Chinese children aged 6 years showed a high degree of trust in different types of information. Compared with oral information, children with high reading level showed a preference for trust in text information. With the passage of time, the oral information used by children decreased continuously, but the use of text information decreased first and then increased. (3) the level of reading influenced the use of trusted information at different time points. Children with low reading level used more oral information in a short period of time, while children with high reading level used more text information for a longer time. The future study should further explore the role of character awareness in the trust and subsequent application of the children's text information.
【作者单位】：浙江师范大学杭州幼儿师范学院;Crane
【基金】：浙江省自然科学基金青年项目(LQ13C090003) 浙江省哲学社会科学基金项目(14NDJC221YB) 浙江省教育厅一般科研项目(Y201534265)资助
【分类号】：B844.12

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