Finding Where and Saying Where: Developmental Relationships Between Place Learning and Language in the First Year.
The relationship between emergent spatial understanding in different cognitive domains, including navigation and language, has rarely been studied using methods that allow for the examination of individual differences. In this study the authors explored emergent place learning and its relationship t...
| Publicado en: | Journal of Cognition & Development Vol. 12; no. 3; pp. 315 - 332 |
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| Autores principales: | , , |
| Formato: | Artículo |
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Taylor & Francis Ltd
Jul2011
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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=63968271&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 63968271 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 15248372 7M7 jtl: Journal of Cognition & Development issn: 15248372 maglogo: N pubinfo: dt: Jul2011 vid: 12 iid: 3 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 63968271 10.1080/15248372.2010.544692 ppf: 315 ppct: 17 formats: tig: atl: Finding Where and Saying Where: Developmental Relationships Between Place Learning and Language in the First Year. aug: au: Balcomb, Frances Newcombe, NoraS. Ferrara, Katrina affil: Temple University su: Child psychology Children's language Child development Learning Individual differences Cognition in children Memory in children Brain function localization sug: subj: Child psychology Children's language Child development Learning Individual differences Cognition in children Memory in children Brain function localization ab: The relationship between emergent spatial understanding in different cognitive domains, including navigation and language, has rarely been studied using methods that allow for the examination of individual differences. In this study the authors explored emergent place learning and its relationship to early spatial language, namely prepositions, in 16- to 24-month-old children. Children were tested using a spatial task adapted from the Morris water maze, and the MacArthur Communicative Development Inventory. In the place-learning task, children were placed in a circular enclosure and a puzzle was hidden under the floor at one location. Before each trial, children were disoriented and placed in the maze at a different starting position. Their search types and success at finding the puzzle were coded. As expected, older children demonstrated more spatial searches and better place-learning skills (finding the goal), as well as greater overall expressive vocabulary. Place learning and language did not correlate with each other once age was partialled, with one crucial exception: a theoretically predicted correlation between prepositions and goal localization. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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