How Children Use Landmarks in a Geometrical Space Open Access

Cabrera, Janine (2012)

Permanent URL: https://etd.library.emory.edu/concern/etds/k3569543h?locale=en
Published

Abstract

Abstract
How Children Use Landmarks in a Geometrical Space

The present study borrows from Graham et al. (2006) to address the conflicting theories that exist about the use of both geometry and landmarks in children. Across both 3- and 4-year-olds, there was improvement in performance in using the geometry of a kite-shaped space (no landmark trials) when they were exposed previously to featural cues, specifically, different colored walls in this space (landmark trials). This means that learning about the shape of a fairly complex enclosure was affected by the color of the walls in that shape. Together, these findings question the validity of a geometric module, which must be addressed in future studies.

Keywords: children, geometry, landmark, featural cues, geometric module

Table of Contents

Introduction...1

Geometric Module in Children...1
Modularity in Non-human Animals...3
Featural Cues...4
Geometry and Featural Cues: An Integrative Approach?...5
Present Experiment...7

General Method...8

Participants...8
Materials...9
Design...9
Procedure...10

Results...12
Discussion...14
References...20
Figures...24

Figure 1...24
Figure 2...25
Figure 3...26
Figure 4...27
Figure 5...28

About this Honors Thesis

Rights statement
  • Permission granted by the author to include this thesis or dissertation in this repository. All rights reserved by the author. Please contact the author for information regarding the reproduction and use of this thesis or dissertation.
School
Department
Degree
Submission
Language
  • English
Research field
Keyword
Committee Chair / Thesis Advisor
Committee Members
Last modified

Primary PDF

Supplemental Files