CAJ | 학술논문

使用地图定向任务,探讨了不同任务模式下,4-6岁幼儿自我位置与自我朝向表征能力的发展特点。结果发现,位置表征能力的获得先于朝向表征能力,幼儿从4岁起即开始使用地图表征自我位置,但到5岁才表现出对自我朝向的表征能力。此外,对于年龄较小的儿童,相比于空间–地图的任务模式,地图–空间的任务模式更有利于完成任务。上述结果第一次从个体发展层面证明了位置与朝向表征的分离现象,说明位置与朝向的表征能力在发展过程中具有一定的顺序性。
사용지도정향임무,탐토료불동임무모식하,4-6세유인자아위치여자아조향표정능력적발전특점。결과발현,위치표정능력적획득선우조향표정능력,유인종4세기즉개시사용지도표정자아위치,단도5세재표현출대자아조향적표정능력。차외,대우년령교소적인동,상비우공간–지도적임무모식,지도–공간적임무모식경유리우완성임무。상술결과제일차종개체발전층면증명료위치여조향표정적분리현상,설명위치여조향적표정능력재발전과정중구유일정적순서성。
Since the 1970 s, study from neurophysiology cognitive have found that animals＇ position representation and direction representation in navigation tasks have different neural mechanisms. For example, place cells in hippocampus fire selectively in specific locations（O＇Keefe Dostrovsky, 1971）, and head-direction cells in the postsubiculcum fire when the animal face specific orientations（Ranck, 1984）. These studies have demonstrated the functional division of labor in animals＇ cells responsive to different types of representations in space. However, no research has yet focused on the contrast between these two types of representations, and further the development trajectory of position and direction representations. In the present study, two map tasks were used to explore the developmental trajectory of position and direction representations in human children aged from 4 to 6. In each task, two map-to-space problems and two space-to-map problems were resolved by each child, which were conducted in a symmetrical-furnished squareroom. For the map-to-space problems of the location task, children were asked to indicate their own locations in the room by placing a cylinder object in the map, whereas for the space-to-map problems, they were given a map with a cylinder object in a specific position and asked to go to the corresponding location in the room. In the direction task, children were asked to indicate their orientations by placing a doll facing the corresponding direction in the map（space-to-map problems）, or facing the corresponding direction in the room as the doll indicated in the map（map-to-space problems）. We found that 4-year-old children began to perform better than chance in the location task. However, children did not show the ability to solve the direction problems until 5 years old. Besides, the 4-year-olds performed better in the pattern of map-to-place in the location task. These results demonstrated that the ability of using map to represent position and that to represent direction were dissociable in the development. Specifically, the ability of representing one＇s own location in a map developed earlier than that of representing one＇s own direction. Our study provides novel evidence on the dissociation of position representation and direction representation, extending previous neurophysiological studies. Additionally, the benefit of map-to-space pattern suggested that this pattern might provide a better global understanding of spatial relations in map task and favor young children＇s location representation when they start to understand map.