Getting the big picture: Development of spatial scaling abilities
Getting the big picture: Development of spatial scaling abilities
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DOI：
10.1016/j.cogdev.2012.05.004
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发表时间：
2012-07-01
影响因子：
1.8
通讯作者：
Newcombe, Nora S.
中科院分区：
文献类型：
--
作者：
Frick, Andrea;Newcombe, Nora S.
空间缩放是许多涉及符号到参照对应（例如，地图读取，绘图）的空间任务的一个组成部分。在这项研究中，我们要求3-6岁的儿童和成人利用来自第二空间表征（地图）的信息在二维空间布局中定位物体。我们研究了比例因子和参考特征（如布局的形状或地标的存在）如何影响性能。结果表明，儿童在这一简单任务上的空间尺度发展较为明显，尤其是在3 ~ 5岁之间。此外，最小的孩子表现出很大的个体差异，并从里程碑信息中获益。准确度在缩放和未缩放的项目之间存在差异，但在使用不同缩放因子的项目之间没有差异（1:2 vs. 1:4），这表明参与者编码的是相对距离而不是绝对距离。(C) 2012爱思唯尔公司版权所有。
Spatial scaling is an integral aspect of many spatial tasks that involve symbol-to-referent correspondences (e.g., map reading, drawing). In this study, we asked 3-6-year-olds and adults to locate objects in a two-dimensional spatial layout using information from a second spatial representation (map). We examined how scaling factor and reference features, such as the shape of the layout or the presence of landmarks, affect performance. Results showed that spatial scaling on this simple task undergoes considerable development, especially between 3 and 5 years of age. Furthermore, the youngest children showed large individual variability and profited from landmark information. Accuracy differed between scaled and un-scaled items, but not between items using different scaling factors (1:2 vs. 1:4), suggesting that participants encoded relative rather than absolute distances. (C) 2012 Elsevier Inc. All rights reserved.