Colorful successPreschoolers’ use of perceptual color cues to solve a spatial reasoning problem.docx
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Colorful successPreschoolers’ use of perceptual color cues to solve a spatial reasoning problem.docx
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Colorfulsuccess:
Preschoolers,useofperceptualcolorcuestosolveaspatialreasoningproblem
AmyS.JohIntroduction
Spatialreasoningisanecessaryskillforeverydayactivity.Theabilitytopredictthemovementofobjectsandpeopleallowschildrentoreachforandlearnaboutobjects,navigatearoundtheirenvironment,andinteractwithotherpeopleintheirdailylives.Earlyindicatorsofspatialreasoningemergearound4monthsofage,wheninfantsbegintoshowanticipatorylookingandreachingbehaviors(Johnson,Amso,&Slemner,2003;vonHofsten,1980).Spatialreasoningskillscontinuetodevelopover
Correspondingauthor.Fax:
+19196605726.
E-mailaddress:
amysjoh@(A.S.Joh).
0022-0965/$-seefrontmatter©2012ElsevierInc.Allrightsreserved.http:
//dx.doi.org/!
0.1016/j.jecp.2012.06.012
LeighA.Spivey
DepartmentofPsychologyandNeuroscience,DukeUniversity,Durham,NC27708,USA
ARTICLEINFO
ABSTRACT
Articlehistory:
Received7February2012
Revised21June2012
Availableonline9August2012
Keywords:
Spatialreasoning
Perceptualcues
Problem-solvingskills
Strategyacquisitionandgeneralization
Limitationsofcueuse
Gravitybiaserrors
Spatialreasoning,acrucialskillforeverydayactions,developsgraduallyduringthefirstseveralyearsofchildhood.Previousstudieshaveshownthatperceptualinformationandproblemsolvingstrategiesarecriticalforsuccessfulspatialreasoninginyoungchildren.Here,wesoughttolinkthesetwofactorsbyexaminingchildren^useofperceptualcolorcuesandwhethertheiruseofsuchcueswouldleadtotheacquisitionofageneralproblemsolvingstrategy.Forty-eight3-year-oldswereaskedtopredictthetrajectoryofaballdroppedintooneofthreeintertwinedtubes.Childrenwhoreceivedadditionalperceptualcuesintheformofdistinctlycoloredtubessucceededtwiceasoftenasthosewhodidnotreceivethecues.Athirdgroupofchildrenwhoreceivedtheadditionalcuesononlythefirsthalfofthetesttrialssucceededwhilethecueswerepresentbutrevertedtomakingerrorsoncetheywereremoved.Thesefindingsdemonstratethatperceptualcolorcuesprovidepreschoolerswithanswerstospatialreasoningproblemsbutmightnotteachchildrenageneralstrategyforsolvingtheproblem.
©2012ElsevierInc.Allrightsreserved.thenextseveralyears,withchildrenmakingincreasinglyaccuratepredictionsaboutthetrajectoryofmovingobjects(Hood,1995).
ThedevelopmentofspatialcognitioninpreschoolershasbeenstudiedextensivelyusingamanualsearchtaskdesignedbyHood(1995).AsshowninFig.1,aballisdroppeddownoneofthreeintertwinedtubesandchildrenareaskedtodeterminewhereitwillemerge.Thecorrectanswercanbederivedbysimplyfollowingthepathofthetubeintowhichtheballwasdropped.However,untilapproximately4yearsofage,childrenexpecttheballtofallstraightdowneventhoughthearrangementofthetubesprecludessuchpossibilities.Youngerpreschoolerscontinuetomakethiserrorevenafterextensivetrainingandexperiencewiththeproblem.Hooddescribedthisbehaviorastheproductofagravitybias;whenfacedwithadifficultproblem,childrenresorttoadefaultassumptionthatobjectswillfallverticallyduetotheeffectsofgravity.Indeed,thepullofthegravitybiasissostrongthatevenolderchildrenareunabletoinhibittheirprepotent,gravity-drivenresponsesiftheirattentionistaxed(Hood,Wilson,&Dyson,2006),andnonhumanprimatesanddogsmakesimilarmistakes(Hauser,Williams,Kralik,&Moskovitz,2001;Hood,Hauser,Anderson,&Santos,1999;Osthaus,Slater,&Lea,2003;Tomonaga,Imura,Mizuno,&Tanaka,2007).Youngerpreschoolersavoidsucherrorsiftheyarefreedfromgravity-relatedconstraintsbysolvingtheproblemwithhorizontallyorientedtubesorreasoningaboutanupward-movingball(Hood,1998;Hood,Santos,&Fieselman,2000),providingadditionalevidencethatchildren'sdifficultieswiththisspatialreasoningproblemstemfromagravitybias.
Recentstudieshaveinvestigatedtheconditionsunderwhichchildreninhibittheirgravity-drivenresponses.Thefindingssuggestthatperceptualinformationandproblemsolvingstrategiesplayimportantrolesinthedevelopmentofspatialcognition.Forexample,BascandzievandHarris(2011)presented3-year-oldswithadditionalvisualinformationaboutthetubemechanismbyremovingthe"chimneys"(showninFig.1asthegraypiecesconnectingthetubestotheframe)fromtheapparatusanddroppingtheballdirectlyintoanuncoveredtube.Thissubtlemodificationimprovedchildren'sperformancesignificantly—somuchsothatitallowedthemtomakecorrectpredictionsevenafterthechimneyswerereintroducedinlatertrials.Ratherthanincreasingtheavailabilityof
Fig.1.Threeplastictubeswerefittedintothetopandbottombracesoftheframeinadiagonalfashion,preventingaballdroppeddownanytubefromfallingstraightdown.Childrenwereinvitedtopredictthepathoftheballbyplacingacupundertheopeningfromwhichtheyexpectedtheballtoemerge.Forexample,iftheballwasdroppedintotheopeninglabeledA,thenthechildrenshouldplacethecupinLocationB(correctprediction).LocationCrepresentsagravitybiaspredictioninwhichpreschoolersexpecttheballtofalldownverticallyregardlessofthepathcreatedbytheconnectedtube.
perceptualinformation,Joh,Jaswal,andKeen(2011)provided3-year-oldswithavisualimageryproblemsolvingstrategybyinstructingthemto"imaginetheballrollingdownthetube”beforeeachtrial.Childrenwhoreceivedthisinstructionmadetwiceasmanycorrectchoicescomparedwithchildrenincontrolconditionswhodidnotreceivesuchinstructions.Theseresultsshowedthatwithalittlehelp,youngchildrenareabletouseandbenefitfromavisualimagerystrategywhilesolvingdifficultspatialproblems.Similarly,BascandzievandHarris(2010)successfullyprovided3.5-year-oldswithavisualtracingproblemsolvingstrategybyaskingthemto**followthattubewithyoureyes".UnlikeJohandcolleagues,however,theypromptedthechildrentousethisstrategyononlytwopracticetrials;afterthetwopracticetrials,theystoppedremindingthechildrentousethestrategy.Theyfoundthatchildrencontinuedtoavoidmakinggravitybiaserrorsonsubsequenttrials,demonstratingtheeffectivenessofavisualtracingstrategyforchildrenlearningtoinhibitprepotentgravity-drivenresponses.
Thecurrentstudysoughttoextendthepreviousfindingsbylinkingtogetherperceptualcuesandproblemsolvingstrategies.Inparticular,weexaminedwhetherasalientperceptualcuesuchasthecolorofapathwaycouldfacilitatespatialreasoninginchildrenandwhetherchildren'suseofthecuecouldleadtotheadoptionofaneffective,generalizableproblemsolvingstrategy.Wepresentedchildrenwithcolorcuesbecauseofyoungchildren'sfamiliaritywithusingperceptualinformationfromcolor.Adultsfrequentlyquizchildrenaboutcolors(e.g.,"Whatcoloristheball?
"),andchildrenwitnessotherpeopleusingcolortodescribeobjects(e.g.,"redball")andlocations(e.g.,"infrontofthebluechair").Inparticular,childrenquicklylearnthatcolor,althoughnotinherentlyspatialinnature,canprovideimportantinformationabouteverydayspatialevents.Childrenaretaught,forexample,thatpedestrianswalkonthesidewalk,cyclistsrideinbikelanes,andmotoristsdriveontheroad;thethreepathwaysaredistinguishablebycolor(amongothercues).Ifchildrenmustventureoutontotheroad,thentheyaretaughttoremaininthewhitecrosswalktoavoidmovingcars.
Furthermore,wepresentedchildrenwithcolorcuesbecausechildrenareadeptatdiscriminatingandusingcolorinformation.By4monthsofage,infantsshowadult-likeperceptualdiscriminationofprimarycolorssuchasred,yellow,andblue(Bornstein,Kessen,&Weiskopf,1976;Franklin&Davies,2004).By4.5monthsofage,infantsuseinformationaboutcolor,inconjunctionwithotherfeaturessuchasshapeandpattern,toindividuateoneobjectfromanother(Needham,1998;Wilcox&Baillargeon,1998).Between7.5and11.5monthsofage,infantslearntorelysolelyoncolorinformationtodiscriminateobjects(Wilcox,1999;Wilcox&Chapa,2004).By1yearofage,infantscanusecolorcuestofindahiddenobjectinanotherwiseunmarkedroom(Bushnell,McKenzie,Lawrence,&Connell,1995).By2yearsofage,childrensortandmatchobjectsbycoloreveniftheycannotverballylabeltheobjectsbycolor(Soja,1994).Andataround3yearsofage,childrenshowashiftinpreferenceforcolorovershapewhenmakingsimilarityjudgmentsaboutgeometricfigures(Melkman,Koriat,&Pardo,1976).
Thereweretwogoalsforthecurrentstudy.Thefirstgoalwastodeterminewhetherpreschoolersareabletouseperceptualcolorcuesinaspatialreasoningtask.Wetested3-year-oldsinataskadaptedfromHood's(1995)spatialreasoningtask.Anexperimenterheldaballaboveoneofthreeintertwinedtubesandaskedchildrentopredictwheretheythoughttheballwouldemergebyplacingacupunderoneofthetubestocatchit(thisgeneralprocedurewasalsousedbyJohetal.,2011).However,ratherthanpresentingallparticipantswiththreevisuallyidenticaltubes,wepresentedsomechildrenwithvisuallydistincttubes.Thetubeswerered,yellow,andblue—primarycolorsthatareeasilydiscriminatedbytypicallydevelopingchildren.Ifchildrenareabletolearnthatthecolorofthetubesprovideshintsaboutwheretheballwillemerge,thentheparticipantswhocompletedthetaskwithcoloredtubesonall12testtrials(AllDistinctcondition)shouldoutpe
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