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From Map Reading to Geometric Intuitions
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Dillon, Moira R.; Spelke, Elizabeth S. – Developmental Psychology, 2018
The origins and development of our geometric intuitions have been debated for millennia. The present study links children's developing intuitions about the properties of planar triangles to their developing abilities to read purely geometric maps. Six-year-old children are limited when navigating by maps that depict only the sides of a triangle in…
Descriptors: Intuition, Geometry, Child Development, Maps
Zooming in on Spatial Scaling: Preschool Children and Adults Use Mental Transformations to Scale Spaces
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Möhring, Wenke; Newcombe, Nora S.; Frick, Andrea – Developmental Psychology, 2014
Spatial scaling is an important prerequisite for many spatial tasks and involves an understanding of how distances in different-sized spaces correspond. Previous studies have found evidence for such an understanding in preschoolers; however, the mental processes involved remain unclear. In the present study, we investigated whether children and…
Descriptors: Spatial Ability, Scaling, Preschool Children, Adults
Learning to Map: Strategy Discovery and Strategy Change in Young Children
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Chen, Zhe – Developmental Psychology, 2007
A series of microgenetic experiments was conducted to examine the role of experience on 2.5- to 5-year-old children's discovery of spatial mapping strategies. With experience, 3- to 4-year-olds discovered a strategy for mapping corresponding locations that shared both featural and spatial similarities. When featural and spatial correspondences…
Descriptors: Learning Strategies, Preschool Children, Spatial Ability, Map Skills
Connecting the Dots: Children's Use of a Systematic Figure To Facilitate Mapping and Search.
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Uttal, David H.; Gregg, Vanessa H.; Tan, Lisa S.; Chamberlin, Meghan H.; Sines, Amy – Developmental Psychology, 2001
Examined in four studies the predictive value of organizing locations into a systematic figure for predicting preschoolers' use of spatial relations in a mapping task. Found that seeing a dog pattern formed by search locations facilitated performance of 5-year-olds but not younger children. Verbal labels alone or adding lines to an unsystematic…
Descriptors: Age Differences, Map Skills, Performance Factors, Prediction
Environmental Differentiation and Familiarity as Determinants of Children's Memory for Spatial Location
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Acredolo, Linda P.; And Others – Developmental Psychology, 1975
The ability of preschool and 8-year-old children to recall the spatial location of an event was assessed in three experiments in which familiarity, differentiation, and foreknowledge were controlled. Data were interpreted in terms of Piaget's theory of spatial representation development. (GO)
Descriptors: Age Differences, Cognitive Development, Early Childhood Education, Elementary School Students
Children's Spatial Knowledge of Their School Campus.
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Anooshian, Linda J.; Kromer, Megan K. – Developmental Psychology, 1986
Fourth-, sixth-, and eighth-grade children were tested with different methodologies for deriving measures of their knowledge of interlandmark distances and directions on their school campus. Overall results emphasized that measures derived from children's estimates of direction information were not comparable with measures derived from their…
Descriptors: Elementary Education, Grade 4, Grade 6, Grade 8
Young Children's Representation of Spatial Information Acquired from Maps.
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Uttal, David H.; Wellman, Henry M. – Developmental Psychology, 1989
Experiment One demonstrated that all six- and seven-year-old subjects and many four- and five-year-old preschool children could learn layout of large playhouse of six adjoined rooms by memorizing map. When, in Experiment Two, preschoolers carried map of entire configuration with them around larger room, they performed perfectly or almost…
Descriptors: Age Differences, Cognitive Ability, Early Childhood Education, Elementary School Students
Understanding Person-Space-Map Relations: Cartographic and Developmental Perspectives.
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Liben, Lynn S.; Downs, Roger M. – Developmental Psychology, 1993
A total of 259 children between 5 and 12 years of age plotted the location and heading of an adult who was standing in their classroom onto a map of the classroom. Older children performed better than younger ones; boys performed better than girls. (MDM)
Descriptors: Age Differences, Children, Elementary Education, Elementary School Students
Changing Predictors of Map Use in Wayfinding.
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Scholnick, Ellin Kofsky; And Others – Developmental Psychology, 1990
Findings in a study of 94 children in nursery school and day care who completed landmark placement, mental rotation, and map tasks suggested the existence of 2 different, age-related strategies of map use. Younger and older map users may make different tradeoffs between encoding and updating. (RH)
Descriptors: Age Differences, Day Care, Early Childhood Education, Map Skills