Developmental Study of Oblique Construction
| Project/Area Number |
01510060
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| Research Category |
Grant-in-Aid for General Scientific Research (C)
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| Allocation Type | Single-year Grants |
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| Research Field |
Psychology
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| Research Institution | Shiga University |
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Principal Investigator |
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| Project Period (FY) |
1989 – 1991
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| Project Status |
Completed (Fiscal Year 1991)
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| Budget Amount *help |
¥1,800,000 (Direct Cost: ¥1,800,000)
Fiscal Year 1991: ¥400,000 (Direct Cost: ¥400,000)
Fiscal Year 1990: ¥700,000 (Direct Cost: ¥700,000)
Fiscal Year 1989: ¥700,000 (Direct Cost: ¥700,000)
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| Keywords | Oblique effect / Constructional activity / Visual perception / Plan / Infancy / Childhood / Development / 斜線効果現象 / 論理的操作 / フィ-ドバック / フィ-ドフォワ-ド |
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| Research Abstract |
To explain the children's difficulty with oblique construction, Frye, Clark, Watt, Watkins (1986) based on Piaget theory and proposed the logical poerational explanation. The hypothesis is as follows : oblique construction is difficult, because oblique entail simultaneous displacements along both the vertical or horizontal axes. Though this explanation is important, other factors which influence children's obliaue construction seem to be forgotten. The purpose of this research is to clarify the factors developmentally by regarding the problem of oblique construction as problems of Spatial cognition and planning which controls its cognitive process.
6 studies (13 experiments) were performed. The main results were as follows :
1. Children ranging from 3 years to 4 years and 6 months were difficult in oblique constructions, because they are unconcerned about directions.
2. Children ranging from 4 years and 6 months to 5 years and 6 months developed remarkably in the oblique construction in the two dimensional space. The result depends on the development of attention for direction, the ability of modifying their own behavior, and the ability of imaging oblique line preceding to construction.
3. Children ranging from 5 years and 6 months to 6 years and 6 months were basically the same as the pregrade. However, they can make plan and perform problem solving tasks involving oblique factors (e. g., picture drawing, assembly task).
4.7 or 8 years children come to be able to construct oblique line in three dimensional space.
5.9 or 10 years children can construct oblique line correctly in three dimensional space.
From above results, it was clarified that the children's difficulty with oblique construction can not be explained only by the logical poerational explanation and that it also depends on many factors relating to planning.
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Report
(4 results)
Research Products
(15 results)
