Abstract: Objective To investigate the graphic naming development ability of children aged 3 to 6 years in Shanghai,so as to know about the general rules of graphic naming ability. Methods According to the principle of stratified cluster sampling,781 children aged 3~6 years in Shanghai were tested with the graphic naming test module of Dr.Brain-1 in March 2018.And the difference among children in different age and gender groups was compared using multivariate analysis of variance. Results 1) There was very significant difference on the scores of flat graphics and three-dimensional graphics in children at different age groups (P<0.01),but the difference was not significant between boys and girls (P>0.05),and there was no interaction effect between age and gender (P>0.05).2) Children scored higher in naming flat graphics than three-dimensional graphics.3) In terms of naming order of flat graphics,children first learned round,five-pointed star and heart shape,and finally learned parallelogram and regular hexagon.4) In terms of naming order of three-dimensional graphics,children first learned spheres,cubes and cuboids,and finally learned cylinders and cones. Conclusion There is a difference on the development of the graphic naming ability of children aged 3 to 6 years between children at different age stage groups,and there is a specific acquisition order,which can provide reference for normal children′s graphic learning and early screening and intervention of children with graphic cognitive impairment,thereby promoting the comprehensive and balanced development of children′s cognitive abilities.

Key words: children aged 3 to 6 years, graphic naming ability, early intervention

摘要： 目的 通过对上海市3~6岁儿童图形命名能力研究,了解不同年龄与性别儿童图形命名能力的特征与规律。方法 运用“认知能力评估与康复训练仪”图形命名测试模块,2018年3月按分层整群抽样原则对上海市781名3~6岁儿童进行测试,采用多元方差分析进行年龄与性别的差异比较。结果 1)不同年龄儿童在平面图形和立体图形得分上差异均有统计学意义(P＜0.01),而不同性别儿童在两者得分上差异均无统计学意义(P＞0.05),且年龄与性别无交互效应(P＞0.05);2)各年龄组儿童对平面图形的命名得分明显高于立体图形;3)在平面图形命名顺序上,儿童最先习得圆形、五角星与心形,最后习得平行四边形与正六边形;4)在立体图形命名顺序上,儿童最先习得球体、正方体与长方体,最后习得圆柱体与圆锥体。结论 3~6岁儿童图形命名能力发展存在年龄差异,且有特定的习得顺序,对临床中图形认知障碍儿童的干预训练具有重要的实用价值,同时也为促进儿童认知能力的全面均衡发展提供了重要的理论依据。

关键词: 3~6岁儿童, 图形命名能力, 早期干预