Understanding of Spatial Correspondence Does Not Contribute to Representational Understanding: Evidence From the Model Room and False Belief Tasks.
We examine the long-standing claim that understanding relational correspondence is a general component of representational understanding. Two experiments with 175 preschool children located in Norwich, United Kingdom, examined the use of a scale model comparing performances on a "copy" task, measuri...
| Publicado en: | Developmental Psychology Vol. 59; no. 5; pp. 976 - 987 |
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| Autores principales: | , |
| Formato: | Artículo |
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American Psychological Association
May2023
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=163481730&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 163481730 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00121649 DPS jtl: Developmental Psychology issn: 00121649 maglogo: N pubinfo: dt: May2023 vid: 59 iid: 5 pid: 34 pub: American Psychological Association artinfo: ui: 163481730 10.1037/dev0001508 ppf: 976 ppct: 11 formats: tig: atl: Understanding of Spatial Correspondence Does Not Contribute to Representational Understanding: Evidence From the Model Room and False Belief Tasks. aug: au: Sayer, Catherine M. Doherty, Martin J. affil: School of Psychology, University of East Anglia su: United Kingdom Task performance Thought & thinking Comparative studies Statistical models Space perception sug: subj: Task performance United Kingdom Thought & thinking Comparative studies Statistical models Space perception keyword: false belief task model room task spatial correspondence theory of mind false belief task model room task spatial correspondence theory of mind ab: We examine the long-standing claim that understanding relational correspondence is a general component of representational understanding. Two experiments with 175 preschool children located in Norwich, United Kingdom, examined the use of a scale model comparing performances on a "copy" task, measuring abstract spatial arrangement ability, and the false belief task. Consistent with previous studies, younger children performed well in scale model trials when objects were unique (e.g., one cupboard) but poorly at distinguishing objects using spatial layout (one of three identical chairs). Performance was specifically associated with Copy task but not False Belief performance. Emphasizing the representational relation between the model and the room was ineffective. We find no evidence for understanding relational correspondence as a general component of representational understanding. Public Significance Statement: This study compares performance on a classic hiding game, using a room and its scale model, with preschool children's abstract spatial ability and understanding of mental representation. We found performance on the classic Model Room task only related to spatial abilities, potentially important in later science and mathematics education. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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