ABSTRACT

Young children increasingly interact with technological devices, either as a form of entertainment or for educational purposes. This research sought to investigate the early symbolic understanding of an interactive, three-dimensional digital image presented on a tablet. Two studies were designed in which the children had to use the image as a source of information to solve a search task. The first study investigated the performance of children aged 30 and 36 months. We found that the children symbolically understood the image at 36 months, but not at 30. The second study investigated the impact of manipulation and instruction on the performance of 36-month-old children. The results showed that the manipulation of the image negatively impacted the understanding of it as a symbol, regardless of the instruction received. The results are interpreted in terms of the impact of manipulation, instruction and the three-dimensionality of the object on understanding it as a symbol. Possible implications in education are also discussed.

摘要

幼儿越来越多地与技术设备互动，无论是作为一种娱乐形式还是出于教育目的。这项研究旨在调查对平板电脑上呈现的交互式 3D 数字图像的早期符号理解。设计了两项研究，其中孩子们必须使用图像作为信息源来解决搜索任务。第一项研究调查了 30 个月和 36 个月大的儿童的表现。我们发现，孩子们在 36 个月时象征性地理解了图像，但在 30 个月时还没有。第二项研究调查了操作和指导对 36 个月大儿童表现的影响。结果表明，无论收到什么指令，对图像的处理都会对将其作为符号的理解产生负面影响。结果被解释为操作，指令和对象的三维度对将其理解为符号的影响。还讨论了对教育的可能影响。