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AutorAbravanel, Eugene
InstitutionGeorge Washington Univ., Washington, DC. Dept. of Psychology.
TitelThe Development of Spatial Awareness and Representation in Children. Final Report.
Quelle(1973), (61 Seiten)
PDF als Volltext    Verfügbarkeit 
Dokumenttypgedruckt; online; Monographie
SchlagwörterCognitive Development; Concept Formation; Elementary Education; Geometric Concepts; Kindergarten; Perceptual Development; Research Reports; Space Orientation; Spatial Relationship; Task Performance; Topology
AbstractThe growth of spatial awareness and representation was studied in children between ages five and nine. A group of thirteen tasks was administered to subjects three times with periods of approximately six months among sessions. The tasks were selected to measure understanding of projective spatial properties (straight line trajectories, perspective, and the coordination of perspectives), Euclidean properties (length, angle and area), topological properties (proximity, enclosure, order, etc.), and the coordinates of space. In general, projective spatial awareness developed from an ability to produce simple straight line trajectories, to a recognition of perspective properties in pictures and scenes, to an understanding of how to construct projective lines and to coordinate perspectives. Only by 4th grade were more than a few subjects capable of coordinating perspectives. Comprehension of the vertical coordinate of space, as well as ability to organize straight lines along the vertical axis, appeared at a younger age than a comparable understanding of the horizontal axis. Oblique projections of various kinds were consistently the most difficult, and lagged behind acquisitions for the vertical and horizontal coordinates of space. Awareness of topological properties was found among the youngest children, but here too a progression from simpler to more complex achievements was found with age. (Author/KM)
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update1973/4/12
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