儿童从3D媒体中能学得更快更多吗？——三维媒体到现实世界的迁移学习机制

项目名称： 儿童从3D媒体中能学得更快更多吗？——三维媒体到现实世界的迁移学习机制

项目编号： No.31200783

项目类型： 青年科学基金项目

立项/批准年度： 2013

项目学科： 发展心理学

项目作者： 王腊梅

作者单位： 中国科学院心理研究所

项目金额： 23万元

中文摘要： 本研究一方面考察儿童从3D媒体到现实世界的迁移学习能力，揭示"视频缺陷效应"产生的原因，以及能改进和干扰这种迁移学习效果的因素；另一方面引入不同的认知范式，考察3D媒体与2D媒体在迁移学习上的异同及其机制；最后结合儿童深度知觉的发展，探讨不同年龄的儿童从3D媒体到现实世界迁移学习的发展规律。本研究考察的媒体类型包括2D和3D视频、虚拟现实和视频虚拟社区，采用的认知任务包括动作模仿、物体寻找、心理旋转和社会情绪加工等。本研究的成果将揭示儿童对3D和2D媒体的迁移学习能力异同，以及儿童从3D媒体到现实世界的迁移学习机制，从理论上将进一步丰富迁移学习和表征灵活性等儿童认知发展理论，并把记忆加工的发展理论整合到媒体的迁移学习中来，从实践意义上，将为3D媒体作为教学工具在儿童期可能的用途和局限以及对早期教育的政策应用提供科学依据。

中文关键词： 3D；电子媒体；儿童发展；表情识别；动作再认

英文摘要： The ability to transfer learning across contexts is an adaptive skill that develops rapidly during childhood. Learning by imitation from videos is a specific instance of transfer of learning from a two-dimensional (2D) representation to the real world. Understanding the conditions under which young children might accomplish this particular kind of transfer is important, given that today children are exposed to 3D media such as 3D movies and games on a daily basis. Recent research shows that children can imitate tool-use actions presented on videos using the corresponding real-world objects, but the similar kind of research also shows that children learn less from video than they do from live demonstrations until they are at least 3 years old; termed the video deficit effect. At present, there is no coherent theory to account for the video deficit effect; how learning is disrupted by this change in context is poorly understood. The aims of the present study are: (1) to investigate the children's ability of transferring learning from 3D media during childhood, and discover factors which may improve or disturb the effect of transferring; (2) to discuss the mechanism of children's transferring of learning from 3D media, and integrate developmental theories of memory processing into the transfer of learning. The medi

英文关键词： 3D；electronic media；child development；emotion understanding；action recognition