Bridging the Gap: Solving Spatial Means-Ends Relations in a Locomotor Task

Autor/inn/en	Berger, Sarah E.; Adolph, Karen E.; Kavookjian, Alisan E.
Titel	Bridging the Gap: Solving Spatial Means-Ends Relations in a Locomotor Task
Quelle	In: Child Development, 81 (2010) 5, S.1367-1375 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/j.1467-8624.2010.01478.x
Schlagwörter	Infants; Problem Solving; Task Analysis; Psychomotor Skills; Cognitive Processes; Spatial Ability; Proximity + Suchen Sie Ihr Suchwort? Infant; Toddler; Toddlers; Kleinkind; Problemlösen; Aufgabenanalyse; Psychomotorische Aktivität; Cognitive process; Kognitiver Prozess; Räumliches Vorstellungsvermögen; Lebensnähe
Abstract	Using a means-means-ends problem-solving task, this study examined whether 16-month-old walking infants (N = 28) took into account the width of a bridge as a means for crossing a precipice and the location of a handrail as a means for augmenting balance on a narrow bridge. Infants were encouraged to cross from one platform to another over narrow and wide bridges located at various distances from a wooden handrail. Infants attempted to walk over the wide bridge more often than the narrow one and when the handrail was within reach. Infants demonstrated parallel problem solving by modifying exploratory behaviors and bridge-crossing strategies that simultaneously accounted for the spatial and functional relations between body and bridge, body and handrail, and bridge and handrail. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10