Abstract: General visual perception has long been understood, in a broad sense, as referring to the abilities of understanding, organizing and interpreting visual sensory stimuli. Visual perception is recognized as playing an important role in our ability to successfully negotiate with our environment, perform self-care tasks, work and function in daily lives. Difficulties in visual perception can have a negative impact on occupational performance of adults and academic skill for children, including reading, spelling, cursive and manuscript writing, visual-motor integration, math, and so on. The study about development of visual perception can provide some suggestion for improving several occupational performances and skills. According to Hammill et al.(1993), the visual perception consist of two components, Visual-Motor Perception and Motor-Reduced Visual Perception. However, there have been no consistent results about the relationship between these two components. There have been researches claimed advanced visual-motor integration in Chinese children. They suggest that might due to the writing experience with Chinese characters. However, they chosed pre-school children as subject, who was actually lack of enough writing experience. And the previous study on visual perception development mostly focused on development of visual-motor integration. So the present study investigated development of visual perception with the 1st-4th grade of primary school students, from both of the motor-reduced visual perception and visual-motor perception dimensions. Also, the study compared the development trends of these two dimensions. The study adapted a cross-sectional design to explore the development of visual perception in 1st-4th graders. There were 1132 1st-4th graders from the cities of the eastern, central and western of China participated in this research. The Development Test of Visual Perception-2 (DTVP-2) were administered to the subjects. The DTVP-2 is a revision of Marianne Frostig’s popular Developmental Test of Visual Perception (DTVP). The DTVP-2’s norms are based on a large sample. The test provides scores for both pure visual perception (no motor response) and visual-motor integration ability. It has been proven to be unbiased relative to race, gender, and handedness. The DTVP-2 subtests include Eye-Hand Coordination (EH), Copying (CO), Spatial Relations (SR), Position in Space (PS), Figure-Ground (FG), Visual Closure (VC), Visual-Motor Speed (VMS) and Form Constancy (FC). The first four subtests make up the Visual-Motor Perception test, and the later four as Motor-Reduced Visual Perception. The Coefficient alphas for this sample were .82 (PS), .75 (FG), .88 (VC), .90 (FC), .59 (EH), .83 (CO), .95 (SR). The test is reliable and valid (χ2 / df = 3.83, RMSEA = .05, SRMR = .04, CFI=.96) for testing Chinese 1st-4th graders. In the study, the SPSS Statistics 22 and the LISREL 8.80 were used to proceed the data. The results showed that: (1) From grade 1 to grade 4, visual perception ability of the children showed a consistent linear increasing developmentally. The repeated measurement ANOVA analysis show that the two dimensions of visual perception ability showed the similar developmental trend. There was no significant difference between 1st graders and 2nd graders on Motor-Reduced Visual Perception and Visual-Motor Perception. There were significant differences from grade 2 to grade 4 on pupils’ Motor-Reduced Visual Perception and Visual-Motor Perception. (2) By linear regression analysis, we revealed that the development rate of Motor-Reduced Visual Perception and Visual-Motor Perception were different. The former was faster than the latter. We assumed that, visual perception developed from concrete processing to abstract, from the action related processing to the symbolic related processing, and gradually walking away from the law of the self-centered.

Key words: Pupils, Visual Perception, Development

摘要： 该研究对1132名来自中国不同地区的1-4年级小学生施测视知觉发展测验，探究了小学生视动整合能力和去动作的视知觉的发展特点。研究结果表明，1-4年级小学生视知觉随着年级的升高而增强，视动整合能力和去动作的视知觉均从二年级开始呈现发展态势。三年级到四年级期间，去动作视知觉能力发展快于视动整合能力。小学生视知觉能力的发展遵循了由具体到抽象，由动作到符号的发展规律。

关键词: 小学生, 视知觉, 发展