Developmental Changes in Map-Reading Skills.

Autor/inn/en	Bluestein, Neil; Acredolo, Linda
Titel	Developmental Changes in Map-Reading Skills.
Quelle	(1977), (31 Seiten)Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Age Differences; Cognitive Development; Map Skills; Perceptual Development; Preschool Children; Preschool Learning; Space Orientation; Visual Perception + Suchen Sie Ihr Suchwort? Age; Difference; Age difference; Altersunterschied; Kognitive Entwicklung; Kartenverständnis; Wahrnehmungsentwicklung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Räumliche Orientierung; Visuelle Wahrnehmung
Abstract	The ability of 3-, 4-, and 5-year-old children to infer the position of an object in a room from information contained on a map was assessed under five conditions: (1) map aligned inside the room (the pretest); (2) map aligned outside the room; (3) map rotated 180 degrees inside the room; (4) map rotated 180 degrees outside the room; (5) map held vertically outside the room. The results indicated that rudimentary map-reading, as indicated by the pretest, begins between 3 and 4 years of age, but that the ability to compensate for a rotated map does not develop until age 5. The position of the map inside or outside of the room did not affect performance in either the aligned or rotated conditions, with the exception that fewer egocentric errors were made in the rotated-outside condition than in the rotated-inside condition. The relative ineffectiveness of the position variable was interpreted as evidence that young children are capable of generating a mediating mental representation of the map although they may be unable to mentally manipulate it. The vertically held map was easily interpreted by most children who succeeded on the pretest. All the results are discussed in relation to spatial development in general and a three-component model of map-reading in particular. (Author/CM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01