How to learn places without spatial concepts: Does the what-and-where reaction time system in children regulate learning during stimulus repetition?

Lange-Küttner, Christiane; Küttner, Enno

doi:10.1016/j.bandc.2015.04.008

Cited by 18 publications

(18 citation statements)

References 115 publications

(146 reference statements)

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“…Like in the other studies using this visual memory paradigm [42,43,46], also in the 2010a study, younger children remembered object shapes better than their places, see Figure 6. However, while this was significant for girls only at age 6 who could on average not remember a single place correctly, the shape priority in visual memory was still present in boys at age 8.…”

Section: Sex Differences In Spatial Concepts: Early Achievement Actisupporting

confidence: 75%

“…Hence, training mental rotation is a task that specifically measures the functioning of the L-operator and allows us to decide that mental rotation is a task that measures the LC-operator (non-transferable item-specific experiential learning) and not the LM-operator (transferable logical-conceptual learning). However, also spatial memory which is supposed to depend on spatial concepts can be learned by repetition without the necessity of spatial strategies [46] as long as objects and places stay the same in repeated viewings. Moreover, the study on the understanding of the offside rule [52] showed that while the LC-operator was allowing boys to excel in the visual identification task of the wrong place, this did not prevent systematic judgement.…”

Section: Discussionmentioning

confidence: 99%

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Sex Differences as a Statistical Variable

Lange-Küttner¹

2017

Gender Differences in Different Contexts

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Gender differences are often seen as either biologically determined or culturally acquired or conditioned. However, in an age where gender equality is the main target, neither peer reviewers nor students show much interest in gender differences. Moreover, not only do people try to integrate their 'ying' and 'yang' in their personalities also transgender identities are publicly acknowledged, appreciated and respected. Thus, in this chapter, I argue that we need to downgrade gender differences to a statistical variable that explains variance, sharpens statistical effects and reveals strategies. I am giving examples from my developmental psychology research where the split-sample analysis by gender showed amazing and often unexpected effects.

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Section: Sex Differences In Spatial Concepts: Early Achievement Actisupporting

confidence: 75%

Section: Discussionmentioning

confidence: 99%

Sex Differences as a Statistical Variable

Lange-Küttner¹

2017

Gender Differences in Different Contexts

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“…Thus, while overall performance showed a substantial improvement over age, switching on a trial-by-trial level was stable over age through a variety of task manipulations, including differing memory demand. Stable and consistent switch costs over age were also found in a visual recognition task ( Lange-Küttner and Küttner, 2015 ). This result is particularly interesting when coupled with the observation of a steady trial response time cost and significant overall accuracy difference between age groups, and is worthy of more investigation.…”

Section: Discussionmentioning

confidence: 75%

Consistent Performance Differences between Children and Adults Despite Manipulation of Cue-Target Variables

et al. 2017

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Two behavioral experiments assessed the plasticity and short-term improvement of task switching in 215 children and adults. Specifically, we studied manipulations of cued attention to different features of a target stimulus as a way to assess the development of cognitive flexibility. Each experiment had multiple levels of difficulty via manipulation of number of cued features (2–4) and number of response options (2 or 4). Working memory demand was manipulated across the two experiments. Impact of memory demand and task level manipulations on task accuracy and response times were measured. There were three overall goals: First, these task manipulations (number of cued features, response choices, and working memory load) were tested to assess the stability of group differences in performance between children ages 6–16 years and adults 18–27 years, with the goal of reducing age group differences. Second, age-related transitions to adult-level performance were examined within subgroups of the child sample. Third, short-term improvement from the beginning to the end of the study session was measured to probe whether children can improve with task experience. Attempts to use task manipulations to reduce age differences in cued task switching performance were unsuccessful: children performed consistently worse and were more susceptible to task manipulations than adults. However, across both studies, adult-like performance was observed around mid-adolescence, by ages 13-16 years. Certain task manipulations, especially increasing number of response options when working memory demand was low, produced differences from adults even in the oldest children. Interestingly, there was similar performance improvement with practice for both child and adult groups. The higher memory demand version of the task (Experiment 2) prompted greater short-term improvement in accuracy and response times than the lower memory demand version (Experiment 1). These results reveal stable differences in cued switching performance over development, but also relative flexibility within a given individual over time.

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“…Moreover, we controlled for underlying factors such as the experience with ballgames with a questionnaire. We assumed that children’s practice was important because the gradual detachment of visual attention from figures in favour of places can be acquired without spatial concepts just by repeated visual experience ( Lange-Küttner & Küttner, 2015 ).…”

Section: The Current Studymentioning

confidence: 99%

On Being in the Wrong Place: The Role of Children’s Conceptual Understanding and Ballgame Experience when Judging a Football Player’s Offside Position

Lange-Küttner

Bosco

2016

DEV

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We investigated the role of children’s conceptual understanding and ballgame experience when judging whether a football player is in an offside position, or not. In the offside position, a player takes advantage of being behind the defence line of the opposing team and just waits for the ball to arrive in order to score a goal. We explained the offside rule to 7- and 9-year-old children with a Subbuteo setup. They produced drawings of an offside position until it was correct (drawing to criterion). Thereafter, children judged whether a designated player was in an offside position in a computerized task. Like adults, also children found it easier to judge when a player was in a wrong rather than a right place. Only when including frequency of ballgame practice in the analysis it was revealed that boys were better independently of age as they judged the offside position more systematically.

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How to learn places without spatial concepts: Does the what-and-where reaction time system in children regulate learning during stimulus repetition?

Cited by 18 publications

References 115 publications

Sex Differences as a Statistical Variable

Sex Differences as a Statistical Variable

Consistent Performance Differences between Children and Adults Despite Manipulation of Cue-Target Variables

On Being in the Wrong Place: The Role of Children’s Conceptual Understanding and Ballgame Experience when Judging a Football Player’s Offside Position

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