【摘要】：兒童對時距概念的使用和理解并不同步。在精確的理解時距概念之前,兒童已經學會用“秒”“分”“小時”“天”表達時間。本研究通過三個實驗來探討兒童在早期使用時距概念過程中,是否對時距概念賦予意義。在正式學習時距概念之前,兒童如何理解時距概念。研究涉及七個時距概念:秒、分、小時、天、周、月和年。對于時距概念意義的加工過程主要有兩種方式:通過對比各個時距詞來獲得時距概念的等級意義——語義等級假設;通過感知經驗表征相對應的時間長度——時距映射假設。實驗一研究兒童在4到7歲之間是否獲得了概念的等級性。在沒有數字加入和標準事件段做參照的情況下直接對時距詞進行對比,分析兒童對時距概念等級意義的獲得情況,結果發(fā)現兒童4已經獲得時距概念的等級意義,隨著年齡增長,兒童對時距概念的等級性的理解越來越準確。實驗二研究兒童獲得時距概念精確意義的情況。實驗加入數字,即讓兒童判斷2小時和3分鐘哪個時間長。如果兒童能夠正確回答,說明兒童已經明白分鐘和小時的大致長度,盡管他們知道3大于2,證明時距映射假設;如果不能,說明兒童沒有獲得時距概念的精確意義,兒童并不是通過感知經驗獲得時距意義。結果發(fā)現5歲兒童對時距概念的判斷仍然受到數字的影響,不能掌握時距概念的精確定義。也就是說兒童早期對時距詞的理解不是采用時距映射的方式,而是先獲得時距概念的等級性。實驗三直接檢驗時距映射假設并探究兒童學習時距概念的精確定義對兒童獲得時距的精確意義是否有作用。不同與實驗一和實驗二的兩兩比較的迫選法,實驗三采用空間表征的方式,讓兒童直接在一條線上確定時距概念的相應長度,分別讓兒童進行事件、數字、時距詞以及時距詞和數字組合四種任務,進一步分析兒童時距概念等級意義和精確意義的獲得情況。結果發(fā)現,兒童在6歲之后能夠獲得較為精確的定義。并且對時距概念定義的學習與掌握能夠促進兒童對時距概念精確意義的表征。結果發(fā)現兒童在前期并沒有獲得時間概念的精確含義而是先獲得時距概念的等級意義。即知道到小時長于分鐘,但是不知道1小時大概等于60分鐘。而時距概念的精確意義的理解則借助于時距概念定義的學習。因此,把時間詞和對時間段的估計聯(lián)系起來,并不是一個自然的過程,對時距詞的理解植根于日�？谡Z的語義比較當中,符合語義等級假設。
[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.
【學位授予單位】：河北師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：B842

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本文編號：2357926