How Children Use Landmarks in a Geometrical Space 公开
Cabrera, Janine (2012)
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
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