幼儿绘画表征的发展--发展过程及其影响因素
王贞琳
学位类型博士
导师张侃
2000
学位授予单位中国科学院中科院心理所
学位授予地点中科院心理所
学位专业发展与教育心理学
关键词儿童绘画表征 语义表征 表象表征 特征分散 特征整合 典型面
摘要儿童绘画表征的发展过程以及语义表征和表象表征对于儿童绘画表征的作用是研究者关心的问题。本研究涉及到的被试年龄从3.5岁到7岁。通过四个实验,分别考察二维模型和三维模型的绘画表征发展过程以及语义表征和表象表征对于绘画表征的影响。研究结果表明:幼儿绘画表征的发展具有阶段性特点。不同年龄的幼儿在表征形式的选择上有差异,随着年龄的增长,幼儿的绘画表征逐渐成熟;幼儿绘画表征经历了特征加工到整合加工的发展过程。在特征加工阶段,幼儿最早能够表征的是模型的拓扑特征,不管这一特征是整体上的还是部分上的,对于拓扑特征不明显的模型,幼儿倾向于采用分散的表征,把模型表征为没有联系的多个部分。特征加工阶段绘画表征表现出降维的特点;在整合加工阶段二维模型表现出渐进的趋合过程。三维模型通过模型主轴所在的平面投影响图进行特征的整合。幼儿阶段还出现了趋向立体图的表征形式,但是直到7岁,儿童还不能自发地应用透视原则表现三维立体;对模型的语义加工影响绘画表征的发展。模型整体的语义和部分语义在儿童绘画表征的整合水平上都有影响。模型的结构特征影响绘画表征的发展进程;模型的语义概念和结构特征对于绘画表征的影响是紧密联系的。在三维模型上,语义典型面和结构典型面是平行存在又密切联系的。在发展过程中,年龄较小的幼儿倾向于使用典型面的表征,随着年龄的增长,幼儿逐渐能够依据模型当前的样子调整观察视角,正确表征模型。
其他摘要Two major questions in this study are the development of children's representative drawing and the influence of semantic representation and image representation on it. Children aged from 3 and a half to 7 participated the experiments. Two-dimension and three-dimension displays were used in four experiments. The results show that: The development of children's representational drawing can be divided into stages. They become maturer in selecting the strategies of the representational drawing, which are different in nature across different ages. There is a development from feature processing to integrative processing in children's drawing. At the feature processing stage, the typological features are represented easily. No matter global or partial. They tend to use unconnected parts to represent, which is called the strategy of distributed representation, those displays without prominent features. In integrative processing stage, the features of two-dimension display are integrated according to its gestalt. And the features of three-dimension display are integrated by its prototypical view across the main axis of the display. Cubic representations were found in some of the children's drawings, but none of them can do it from a perspective view before 7 years old. The semantic processing of the display, both global and partial meaning, can influence the development of the representational drawing. The structural features of the display influence the development of drawing representation. Semantic principles and structural features influence the representational drawings together. For three-dimension display, the semantic face and structural face coexist and work together. Children's ability to draw the display according to the right perspective rather than the prototypical view increase along with them growing up.
页数104
语种中文
文献类型学位论文
条目标识符http://ir.psych.ac.cn/handle/311026/4884
专题中国科学院心理研究所回溯数据库(1956-2010)
推荐引用方式
GB/T 7714
王贞琳. 幼儿绘画表征的发展--发展过程及其影响因素[D]. 中科院心理所. 中国科学院中科院心理所,2000.
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