4到7岁儿童时距概念的获得机制
发布时间：2018-11-26 08:16
【摘要】：儿童对时距概念的使用和理解并不同步。在精确的理解时距概念之前,儿童已经学会用“秒”“分”“小时”“天”表达时间。本研究通过三个实验来探讨儿童在早期使用时距概念过程中,是否对时距概念赋予意义。在正式学习时距概念之前,儿童如何理解时距概念。研究涉及七个时距概念:秒、分、小时、天、周、月和年。对于时距概念意义的加工过程主要有两种方式:通过对比各个时距词来获得时距概念的等级意义——语义等级假设;通过感知经验表征相对应的时间长度——时距映射假设。实验一研究儿童在4到7岁之间是否获得了概念的等级性。在没有数字加入和标准事件段做参照的情况下直接对时距词进行对比,分析儿童对时距概念等级意义的获得情况,结果发现儿童4已经获得时距概念的等级意义,随着年龄增长,儿童对时距概念的等级性的理解越来越准确。实验二研究儿童获得时距概念精确意义的情况。实验加入数字,即让儿童判断2小时和3分钟哪个时间长。如果儿童能够正确回答,说明儿童已经明白分钟和小时的大致长度,尽管他们知道3大于2,证明时距映射假设;如果不能,说明儿童没有获得时距概念的精确意义,儿童并不是通过感知经验获得时距意义。结果发现5岁儿童对时距概念的判断仍然受到数字的影响,不能掌握时距概念的精确定义。也就是说儿童早期对时距词的理解不是采用时距映射的方式,而是先获得时距概念的等级性。实验三直接检验时距映射假设并探究儿童学习时距概念的精确定义对儿童获得时距的精确意义是否有作用。不同与实验一和实验二的两两比较的迫选法,实验三采用空间表征的方式,让儿童直接在一条线上确定时距概念的相应长度,分别让儿童进行事件、数字、时距词以及时距词和数字组合四种任务,进一步分析儿童时距概念等级意义和精确意义的获得情况。结果发现,儿童在6岁之后能够获得较为精确的定义。并且对时距概念定义的学习与掌握能够促进儿童对时距概念精确意义的表征。结果发现儿童在前期并没有获得时间概念的精确含义而是先获得时距概念的等级意义。即知道到小时长于分钟,但是不知道1小时大概等于60分钟。而时距概念的精确意义的理解则借助于时距概念定义的学习。因此,把时间词和对时间段的估计联系起来,并不是一个自然的过程,对时距词的理解植根于日常口语的语义比较当中,符合语义等级假设。
[Abstract]:Children's use and understanding of the concept of time distance are not synchronized. Before understanding the concept of time distance accurately, children have learned to express time in seconds, minutes, hours, days. In this study, three experiments were conducted to explore whether the concept of time-distance is of significance to children in the early use of the concept of time-distance. How children understand the concept of time-distance before learning it formally. The study involved seven temporal concepts: seconds, minutes, hours, days, weeks, months, and years. There are two main ways to process the meaning of time distance concept: to obtain the hierarchical meaning-semantic hierarchy hypothesis of time-distance concept by comparing different time-distance words; to represent the corresponding time-length-time-distance mapping hypothesis through perceptual experience. Experiment one looked at whether children between the ages of 4 and 7 gained a hierarchy of concepts. In the absence of numerical addition and reference to standard event paragraphs, the temporal distance words were compared directly, and the acquisition of the hierarchical meaning of the temporal distance concept was analyzed. The results showed that child 4 had acquired the hierarchical meaning of the temporal distance concept. As children grow older, their understanding of the hierarchical concept of time interval becomes more accurate. Experiment two studies children's acquisition of precise meaning of the concept of time distance. Numbers were added to the experiment, that is, children were asked to determine which time to spend 2 hours and 3 minutes. If the child is able to answer correctly, it indicates that the child has understood the approximate length of minutes and hours, although they know that 3 is more than 2, proving the time-distance mapping hypothesis; If not, it shows that children do not acquire the precise meaning of the concept of time distance, and children do not acquire the meaning of time distance through perceptual experience. The results showed that the judgment of the concept of time distance was still influenced by the number, and the precise definition of the concept of time distance could not be grasped. That is to say, children's early understanding of time-distance words is not to use the method of time-distance mapping, but to obtain the hierarchical concept of time-distance first. Experiment 3 directly examines the hypothesis of time-distance mapping and explores whether the precise definition of the concept of learning time distance plays a role in the precise meaning of children's acquisition of time distance. The method of forced selection is different from that of experiment 1 and experiment 2. In experiment 3, the method of space representation is used to let children determine the corresponding length of the concept of time distance directly on a line, and let children carry out events and figures respectively. Time-distance words are combined with temporal words and numerals to further analyze the acquisition of hierarchical and accurate meanings of children's time-distance concepts. It was found that children were more accurately defined after the age of six. Learning and mastering the definition of time-distance concept can promote children's representation of precise meaning of time-distance concept. The results showed that children did not acquire the exact meaning of the concept of time but the hierarchical meaning of the concept of time distance. Knowing that an hour is longer than a minute, but not knowing that an hour is about 60 minutes. The exact meaning of time-distance concept is understood by learning from the definition of time-distance concept. Therefore, it is not a natural process to link time words with time period estimation. The understanding of temporal words is rooted in the semantic comparison of daily spoken language and accords with the assumption of semantic hierarchy.
【学位授予单位】：河北师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：B842
本文编号：2357926
[Abstract]:Children's use and understanding of the concept of time distance are not synchronized. Before understanding the concept of time distance accurately, children have learned to express time in seconds, minutes, hours, days. In this study, three experiments were conducted to explore whether the concept of time-distance is of significance to children in the early use of the concept of time-distance. How children understand the concept of time-distance before learning it formally. The study involved seven temporal concepts: seconds, minutes, hours, days, weeks, months, and years. There are two main ways to process the meaning of time distance concept: to obtain the hierarchical meaning-semantic hierarchy hypothesis of time-distance concept by comparing different time-distance words; to represent the corresponding time-length-time-distance mapping hypothesis through perceptual experience. Experiment one looked at whether children between the ages of 4 and 7 gained a hierarchy of concepts. In the absence of numerical addition and reference to standard event paragraphs, the temporal distance words were compared directly, and the acquisition of the hierarchical meaning of the temporal distance concept was analyzed. The results showed that child 4 had acquired the hierarchical meaning of the temporal distance concept. As children grow older, their understanding of the hierarchical concept of time interval becomes more accurate. Experiment two studies children's acquisition of precise meaning of the concept of time distance. Numbers were added to the experiment, that is, children were asked to determine which time to spend 2 hours and 3 minutes. If the child is able to answer correctly, it indicates that the child has understood the approximate length of minutes and hours, although they know that 3 is more than 2, proving the time-distance mapping hypothesis; If not, it shows that children do not acquire the precise meaning of the concept of time distance, and children do not acquire the meaning of time distance through perceptual experience. The results showed that the judgment of the concept of time distance was still influenced by the number, and the precise definition of the concept of time distance could not be grasped. That is to say, children's early understanding of time-distance words is not to use the method of time-distance mapping, but to obtain the hierarchical concept of time-distance first. Experiment 3 directly examines the hypothesis of time-distance mapping and explores whether the precise definition of the concept of learning time distance plays a role in the precise meaning of children's acquisition of time distance. The method of forced selection is different from that of experiment 1 and experiment 2. In experiment 3, the method of space representation is used to let children determine the corresponding length of the concept of time distance directly on a line, and let children carry out events and figures respectively. Time-distance words are combined with temporal words and numerals to further analyze the acquisition of hierarchical and accurate meanings of children's time-distance concepts. It was found that children were more accurately defined after the age of six. Learning and mastering the definition of time-distance concept can promote children's representation of precise meaning of time-distance concept. The results showed that children did not acquire the exact meaning of the concept of time but the hierarchical meaning of the concept of time distance. Knowing that an hour is longer than a minute, but not knowing that an hour is about 60 minutes. The exact meaning of time-distance concept is understood by learning from the definition of time-distance concept. Therefore, it is not a natural process to link time words with time period estimation. The understanding of temporal words is rooted in the semantic comparison of daily spoken language and accords with the assumption of semantic hierarchy.
【学位授予单位】：河北师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：B842
【参考文献】
相关期刊论文 前3条
1 方格,方富熹,刘范;儿童对时间顺序认知发展的实验研究(Ⅱ)[J];心理学报;1984年03期
2 方格,方富熹,刘范;儿童对时间顺序的认知发展的实验研究Ⅰ[J];心理学报;1984年02期
3 黄希庭 ,杨宗义 ,刘中华;5至9岁儿童时间观念发展的实验研究[J];西南师范学院学报(自然科学版);1980年01期
，本文编号：2357926
本文链接：https://www.wllwen.com/shekelunwen/xinlixingwei/2357926.html
