From Map Reading to Geometric Intuitions

Autor/inn/en	Dillon, Moira R.; Spelke, Elizabeth S.
Titel	From Map Reading to Geometric Intuitions
Quelle	In: Developmental Psychology, 54 (2018) 7, S.1304-1316 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0000509
Schlagwörter	Intuition; Geometry; Child Development; Maps; Developmental Stages; Geometric Concepts; Prediction; Task Analysis; Abstract Reasoning; Gender Differences; Intelligence Tests; Verbal Ability; Vocabulary; Concept Formation; Statistical Analysis; Map Skills; Effect Size; Regression (Statistics); Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Geometrie; Kindesentwicklung; Map; Karte; Elementare Geometrie; Vorhersage; Aufgabenanalyse; Abstraktes Denken; Denken; Geschlechterkonflikt; Intelligence test; Intelligenztest; Mündliche Leistung; Wortschatz; Concept learning; Begriffsbildung; Statistische Analyse; Kartenverständnis; Regression; Regressionsanalyse
Abstract	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 an environment composed of only the triangle's corners and vice versa. Six-year-old children also incorrectly judge how the angle size of the third corner of a triangle varies with changes to the other two corners. These limitations in map reading and in judgments about triangles are attenuated, respectively, by 10 and 12 years of age. Moreover, as children get older, their map reading predicts their geometric judgments on the triangle task. Map reading thus undergoes developmental changes that parallel an emerging capacity to reason explicitly about the distance and angle relations essential to euclidean geometry. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01