幼儿绘画表征的发展－－发展过程及其影响因素

Two major questions in this study are the development of children's representative drawing and the influence of semantic representation and image representation on it. Children aged from 3 and a half to 7 participated the experiments. Two-dimension and three-dimension displays were used in four experiments. The results show that: The development of children's representational drawing can be divided into stages. They become maturer in selecting the strategies of the representational drawing, which are different in nature across different ages. There is a development from feature processing to integrative processing in children's drawing. At the feature processing stage, the typological features are represented easily. No matter global or partial. They tend to use unconnected parts to represent, which is called the strategy of distributed representation, those displays without prominent features. In integrative processing stage, the features of two-dimension display are integrated according to its gestalt. And the features of three-dimension display are integrated by its prototypical view across the main axis of the display. Cubic representations were found in some of the children's drawings, but none of them can do it from a perspective view before 7 years old. The semantic processing of the display, both global and partial meaning, can influence the development of the representational drawing. The structural features of the display influence the development of drawing representation. Semantic principles and structural features influence the representational drawings together. For three-dimension display, the semantic face and structural face coexist and work together. Children's ability to draw the display according to the right perspective rather than the prototypical view increase along with them growing up.