Children's control of reference systems in spatial tasks: Foundations of spatial cognitive skill?

Children's control of reference systems in spatial tasks: Foundations of spatial cognitive skill? Two experiments are presented, one that focused on the abilities of 3- through 8-year-old children to use frames of reference as means for solving a search task in a small-scale perceived space and one that focused on the abilities of 8- through 11-year-old children to use different frames of reference to answer questions about the locations of objects in an environment they had read about. Experiment 1 revealed developmental improvement in the consistent application of object-, place-, and viewer-based frames of reference, with scale of space impacting the pattern of age-related improvement. Experiment 2 showed that young readers' first successes with switching from one reference system to another in representational space involved a vantage point perspective, a viewer-based ``gaze tour'' of a small-scale area. Although disparate in focus and method, the studies point to the need for a new theoretical framework for examining developmental issues in the application of spatial frames of reference. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Spatial Cognition and Computation Springer Journals

Children's control of reference systems in spatial tasks: Foundations of spatial cognitive skill?

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Publisher
Springer Journals
Copyright
Copyright © 1999 by Kluwer Academic Publishers
Subject
Psychology; Cognitive Psychology
ISSN
1387-5868
eISSN
1573-9252
D.O.I.
10.1023/A:1010049208876
Publisher site
See Article on Publisher Site

Abstract

Two experiments are presented, one that focused on the abilities of 3- through 8-year-old children to use frames of reference as means for solving a search task in a small-scale perceived space and one that focused on the abilities of 8- through 11-year-old children to use different frames of reference to answer questions about the locations of objects in an environment they had read about. Experiment 1 revealed developmental improvement in the consistent application of object-, place-, and viewer-based frames of reference, with scale of space impacting the pattern of age-related improvement. Experiment 2 showed that young readers' first successes with switching from one reference system to another in representational space involved a vantage point perspective, a viewer-based ``gaze tour'' of a small-scale area. Although disparate in focus and method, the studies point to the need for a new theoretical framework for examining developmental issues in the application of spatial frames of reference.

Journal

Spatial Cognition and ComputationSpringer Journals

Published: Sep 30, 2004

References

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