Unraveling the contribution of left-right language on spatial perspective taking.

IF 1.6 4区 心理学 Q3 PSYCHOLOGY, EXPERIMENTAL Spatial Cognition and Computation Pub Date : 2021-01-01 Epub Date: 2020-10-05 DOI:10.1080/13875868.2020.1825442
Linda Abarbanell, Peggy Li
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Abstract

We examine whether acquiring left/right language affects children's ability to take a non-egocentric left-right perspective. In Experiment 1, we tested 10-13 year-old Tseltal (Mayan) and Spanish-speaking children from the same community on a task that required they retrieve a coin they previously seen hidden in one of four boxes to the left/right/front/back of a toy sheep after the entire array was rotated out of view. Their performance on the left/right boxes correlated positively with their comprehension and use of left-right language. In Experiment 2, we found that training Tseltal-speaking children to apply left-right lexical labels to represent the location of the coin improved performance, but improvement was more robust among a second group of children trained to use gestures instead.

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揭示左右语言对空间透视的影响
我们研究了左右语言的习得是否会影响儿童采取非左右中心视角的能力。在实验 1 中,我们测试了来自同一社区的 10-13 岁策尔塔尔族(玛雅)和讲西班牙语的儿童完成一项任务的情况,该任务要求他们在玩具羊的整个阵列被旋转到视线之外后,从玩具羊的左/右/前/后四个方框中的一个方框中取出他们之前看到的硬币。他们在左右盒子上的表现与他们对左右语言的理解和使用呈正相关。在实验 2 中,我们发现训练讲泰勒语的儿童使用左右词汇标签来表示硬币的位置可以提高他们的成绩,但在第二组训练使用手势的儿童中,他们的成绩提高更为稳健。
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来源期刊
Spatial Cognition and Computation
Spatial Cognition and Computation PSYCHOLOGY, EXPERIMENTAL-
CiteScore
4.40
自引率
5.30%
发文量
10
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