| On the basis of reviewing the related research results and introducing Silver Drawing Test (SDT) which reliability and validity datas are acquired reliably, the present study improved SDT's materials in order to verificate and expand the developmental methods and results of children's cognitive abilities of spacial relation. This research also study the gender diffirences, developmental trends and key periods of 4-11 children's cognitive abilities of spacial relation by which they completed series of cognitive missions of spacial relation, such as three spacial reference concepts, three dimensional spatial representation of objects, spacial observation, and spacial composition of drawings, as well as potentially influencial factors. The results showed:Revised Chinese version of SDT administered to 123 normal 4-12 children, the test-retest reliability is 0.64-0.85 after 45 dayes. The scorer reliability is 0.80-0.98. The criterion-related validity between SDT's cognitive subtest with RSPM's subtest of perceptional identify is 0.68. Using ANOVA to test the validity of SDT's cognitive and emotional projective subtest, the results are better too. So, the revised Chinese version of SDT has good reliability and validity. It can be applied in domestic children's psychological assessment, and other relevant research fields.The developmental trends and period of three spacial reference concepts are different. 8 year old children can correctly understand seven decreasing sequences of volume. 10 year old Children can understand the vertical reference concept. But the correct horizontal reference concept is not understood fully until 11 year old children. The key developmental period of correctly understanding volume's decreasing sequence is from 4 to 6 year old, understanding vertical reference concept is from 5 to 6 year old. The approaches of three spacial reference concepts are demonstrated that developmental trends is from low to high level. The transitional approach is children's intentional reaction which exists in various age stages.8 year old children can correctly represent left-right and above-below spacial relations of four objects. But the accurate front-back or depth representation is not mastered fully by 11 year old children because of absenting perspective concept and representational strategies of depth or shielding relation. Having shielding condition can mainly interfere with left-right representation of 4, 6, 7 year old children, but improve front-back representation of 9, 10 year old children, which can not significantly influence above-below representation and spacial observation. The complexity of the model and the task, instruction language, thinking level can mainly interfere with less than 9 year old children's three-dimensional representation abilities of objects. After 9 year old, above similar interferences are gradually disappeared due to development of children's thinking level, and the representational results of three-dimensional spacial relation are consistent. 11 year old children can not fully grasp the advanced visual realism strategy. The key transitional period from junior symbolism to senior visual realism representation is 7-9 years old. The mainly transitional representational strategy is horizontal separated.The formation of balancial and coordinated spacial compositional concept is gradual, and consistent with children's spacial thinking development. The spacial composition of 5-6 year old children's drawings reflect simple spacial relation, and improve rapidly due to sufficient instructtions. 9-10 year old can reach functional level. 50 percent children greater than 10 year old can reach comprehensive level which theme-background of drawing is reasonably planed and allocated. Following this, the development of spacial compositon is at standstill because of absenting instruction.There is no significant gender difference in 4-11 year old period, as for involved cognitive abilities of spacial relation in the present study. This research revealed that essentially developmental characteristics of children's cognitive abilities of spacial relation are consistent with thinking developmental levels. At the same time, the results of this study can expand the related research results of cognitive psychology, developmental psychology and artistical psychology. It can also be the basis of making educational programmes and disciplines, and serve for cultivating children's positive personalities and realizing their potentiality eventually. |
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