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Why People Get LostThe Psychology and Neuroscience of Spatial Cognition$
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Paul Dudchenko

Print publication date: 2010

Print ISBN-13: 9780199210862

Published to Oxford Scholarship Online: September 2010

DOI: 10.1093/acprof:oso/9780199210862.001.0001

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PRINTED FROM OXFORD SCHOLARSHIP ONLINE (oxford.universitypressscholarship.com). (c) Copyright Oxford University Press, 2021. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in OSO for personal use. date: 04 August 2021

Spatial cognition in children

Spatial cognition in children

Chapter:
(p.93) Chapter 5 Spatial cognition in children
Source:
Why People Get Lost
Author(s):

Paul A. Dudchenko

Publisher:
Oxford University Press
DOI:10.1093/acprof:oso/9780199210862.003.0005

The landmark experiments of Jean Piaget demonstrate that spatial abilities change during childhood. Young children can reproduce the relative spatial relationships of figures — their topology — but not angles and distances. In representing large-scale space, children progress from an egocentric view and the clustering of familiar landmarks, to an accurate representation of local environments, before finally achieving an accurate overall representation. Challenges to this view are found in the demonstration that some young children are able to navigate between locations based on their distances and direction in the absence of vision. Intriguing findings suggest that when children are misoriented in a small environment, they re-orient based on the shape of environment, even in the presence of spatial landmarks. In general, children's knowledge of an environment improves as they have more exposure to it.

Keywords:   children, spatial cognition, Jean Piaget, reorientation, geometric module, spatial memory

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