Journal article
The Early Development of Children's Communication about Nested Spatial Relations
Child development, Vol.66(4), pp.959-969
08/1995
DOI: 10.1111/j.1467-8624.1995.tb00915.x
Abstract
This investigation examined how the nature of the spatial relation influences young children's ability to remember and communicate about nested landmarks. Of particular interest was whether young children are more likely to use a supporting than a proximal landmark to disambiguate identical landmarks (e.g., “it's in the basket on the table” vs. “it's in the basket next to the table”). 3‐ and 4‐year‐olds hid objects in a dollhouse and described their locations. Children had to disambiguate the target primary landmark by relating it to a supporting or proximal secondary landmark. Both age groups almost always provided the primary landmark, but 4‐year‐olds were more likely to provide the secondary landmark than were 3‐year‐olds. Moreover, children were more successful at providing supporting than proximal secondary landmarks. These results suggest that both referential communication skills and biases in coding location influence children's communication about nested landmarks. Copyright © 1995, Wiley Blackwell. All rights reserved
Details
- Title: Subtitle
- The Early Development of Children's Communication about Nested Spatial Relations
- Creators
- Jodie M Plumert - University of IowaKimberly Ewert - University of IowaSara J Spear - University of Iowa
- Resource Type
- Journal article
- Publication Details
- Child development, Vol.66(4), pp.959-969
- DOI
- 10.1111/j.1467-8624.1995.tb00915.x
- ISSN
- 0009-3920
- eISSN
- 1467-8624
- Publisher
- Blackwell Publishing Ltd
- Number of pages
- 11
- Language
- English
- Date published
- 08/1995
- Academic Unit
- Psychological and Brain Sciences; Injury Prevention Research Center
- Record Identifier
- 9984214746602771
Metrics
24 Record Views