幼儿教育一年级和三年级在心理上的轮换 及其训练的发展差异
摘要
这种能力产生和可以训练的年龄缺乏共识,也是由于在这种能力开始发展时对其进行理解的困难。本研究旨在观察
MR培训对幼儿教育一年级(3-4岁儿童)和三年级(5-6岁儿童)的影响,以及这种能力在两个课程之间的发展。
最后,本研究旨在分析与参与者的初始MR能力有关的培训效果的不同增长。结果显示,在学前三年接受培训的学
员有了明显的提高,受训组在学前一年有了微弱的提高。大龄组在训练成绩上显示出比小龄组更低的错误率,后者
的成绩随着角差的增加而呈线性下降。此外,与训练有关的是,在学前三年级的学生中观察到了MR的更大增加,
他们在预测试中的得分较低。这些结果表明,MR正处于全面发展阶段,它是一种可以在学龄前进行训练的空间能
力。此外,对于最初MR水平较低的学龄前儿童来说,在更大程度上提高这种能力的可能性尤为重要。
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