ISSN 0439-755X
CN 11-1911/B

心理学报 ›› 2015, Vol. 47 ›› Issue (2): 234-242.doi: 10.3724/SP.J.1041.2015.00234

• 论文 • 上一篇    下一篇



  1. (北京师范大学发展心理研究所, 北京 100875)
  • 收稿日期:2014-02-11 发布日期:2015-02-25 出版日期:2015-02-25
  • 通讯作者: 胡清芬,
  • 基金资助:

    教育部人文社会科学研究青年基金资助项目(10YJCXLX017); 教育部人文社会科学重点研究基地自设项目。

The Development of Self-Position Representation and Self-Orientation Representation in Children’s Map Task

LU Jing; HU Qingfen   

  1. (Institute of Developmental Psychology, Beijing Normal University, Beijing 100875, China)
  • Received:2014-02-11 Online:2015-02-25 Published:2015-02-25
  • Contact: HU Qingfen,


使用地图定向任务, 探讨了不同任务模式下, 4~6岁幼儿自我位置与自我朝向表征能力的发展特点。结果发现, 位置表征能力的获得先于朝向表征能力, 幼儿从4岁起即开始使用地图表征自我位置, 但到5岁才表现出对自我朝向的表征能力。此外, 对于年龄较小的儿童, 相比于空间–地图的任务模式, 地图–空间的任务模式更有利于完成任务。上述结果第一次从个体发展层面证明了位置与朝向表征的分离现象, 说明位置与朝向的表征能力在发展过程中具有一定的顺序性。

关键词: 幼儿, 自我位置表征, 自我朝向表征, 地图


Since the 1970 s, study from neurophysiology cognitive have found that animals’ position representation and direction representation in navigation tasks have different neural mechanisms. For example, place cells in hippocampus fire selectively in specific locations (O’Keefe & Dostrovsky, 1971), and head-direction cells in the postsubiculcum fire when the animal face specific orientations (Ranck, 1984). These studies have demonstrated the functional division of labor in animals’ cells responsive to different types of representations in space. However, no research has yet focused on the contrast between these two types of representations, and further the development trajectory of position and direction representations. In the present study, two map tasks were used to explore the developmental trajectory of position and direction representations in human children aged from 4 to 6. In each task, two map-to-space problems and two space-to-map problems were resolved by each child, which were conducted in a symmetrical-furnished square room. For the map-to-space problems of the location task, children were asked to indicate their own locations in the room by placing a cylinder object in the map, whereas for the space-to-map problems, they were given a map with a cylinder object in a specific position and asked to go to the corresponding location in the room. In the direction task, children were asked to indicate their orientations by placing a doll facing the corresponding direction in the map (space-to-map problems), or facing the corresponding direction in the room as the doll indicated in the map (map-to-space problems). We found that 4-year-old children began to perform better than chance in the location task. However, children did not show the ability to solve the direction problems until 5 years old. Besides, the 4-year-olds performed better in the pattern of map-to-place in the location task. These results demonstrated that the ability of using map to represent position and that to represent direction were dissociable in the development. Specifically, the ability of representing one’s own location in a map developed earlier than that of representing one’s own direction. Our study provides novel evidence on the dissociation of position representation and direction representation, extending previous neurophysiological studies. Additionally, the benefit of map-to-space pattern suggested that this pattern might provide a better global understanding of spatial relations in map task and favor young children’s location representation when they start to understand map.

Key words: children, self-position representation, self-orientation representation, map