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本研究探讨儿童对年龄认知发展的过程和特点。主要结果表明:(1)在呈现刺激数量相等的条件下学前儿童对年龄时序相对可变性的认知成绩低于对相对固定性的认知,对前者的认知表现出学龄前、学龄后两个明显的发发阶段;(2)学前儿童对出生次序的认知成绩低于对年龄大小的认知成绩;(3)儿童对年龄将来时的认知表现出由近及远、由短及长的发展趋向。
This study explores the process and characteristics of children’s cognitive development. The main results are as follows: (1) The preschool children’s cognitive performance of relative variability of age timing is lower than that of relative fixedness under the condition that the number of stimuli is the same. The former’s cognition shows that preschool children, preschool children (2) the preschool children’s cognition score on birth order is lower than the cognitive score on the age; (3) Children’s cognitive performance in the future will be near and far, short and Long development trend.