Spatial Cognition

Newcombe, Nora S.

doi:10.1002/0471214426.pas0204

Cited by 14 publications

(16 citation statements)

References 301 publications

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“…Another way to maintain location information, often called environment-centered coding, involves specifying the target's relation to the surrounding spatial environment in terms of its distance and direction from particular environmental features (e.g., Gallistel, 1990;Newcombe, 2002b). These features could involve geometric information, landmark cues, or both.…”

Section: Coding Location Informationmentioning

confidence: 99%

Using geometry to specify location: implications for spatial coding in children and nonhuman animals

Lourenco

Huttenlocher

2006

Psychological Research

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The study of spatial cognition has benefited greatly from a technique known as the disorientation procedure. This procedure was originally used with rats to show that they relied on the geometry of an enclosed space to locate a target hidden in that space. Disorientation has since been used with a variety of mobile animals, including human children, to examine the coding of geometric information. Here, we focus mostly on our recent work with young children. We examine a set of issues concerning reorientation--namely, the nature of geometric coding, the processes invoked by disorientation, and the developmental origins of using geometric information to determine location. We have employed a variety of methods to examine these issues; the methods include analyzing search behaviors, using spaces of different shapes, varying viewing position, and comparing different disorientation procedures. The implications for how children and nonhuman animals code geometric information are discussed.

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Section: Coding Location Informationmentioning

confidence: 99%

Using geometry to specify location: implications for spatial coding in children and nonhuman animals

Lourenco

Huttenlocher

2006

Psychological Research

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“…Following Piaget's pioneering work with children there has been a signiWcant increase in the amount of research on knowledge access after imaginal perspective switches in adults (recent reviews in May, 2004a;Newcombe, 2002;Wang, 2003). In this work, the ease or diYculty of knowledge access is examined and measured by asking blindfolded participants to point to unseen object locations in their surrounding while standing in-or imagining standing in-diVerent spatial perspectives.…”

Section: Introductionmentioning

confidence: 99%

Imaginal repositioning in everyday environments: effects of testing method and setting

May

2006

Psychological Research

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Two experiments examined spatial knowledge access after imagined perspective switches in everyday environments. Blindfolded volunteers had to point to target objects in a well-known surrounding while imagining being repositioned into different spatial perspectives defined as self-rotations of the observer in the horizontal plane (0 degrees , 45 degrees , and 135 degrees ). Testing was either conducted in the space the target locations had been learned in (actual room testing), or while participants were away from this room, but should imagine being situated there (remote room testing). Experiment 1, in which perspective switches were tested on a trial-to-trial basis, revealed increases in pointing latency and error as a function of the amount of angular disparity between real and imagined perspective under actual and remote room conditions. Experiment 2, in which knowledge access was tested in blocks of multiple trials per perspective, showed increases in pointing latency with angular disparity for actual space testing, and to a much lesser degree for remote space testing. Implications of both findings for theoretical accounts of knowledge access after imaginal perspective switches are discussed, and recommendations for using different testing methods and settings are given.

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“…Or are they actually equipped from the beginning with core knowledge of objects and space, later augmented by the acquisition of human language (as argued in the past few decades by Spelke)? The long history of arguments on these theoretical issues has been reviewed by Huttenlocher (2000, 2006; see also Newcombe, 2002a). Newcombe and Huttenlocher have proposed an overarching perspective on spatial development called adaptive combination theory that unites the important insights of constructivism, Vygotskyanism, and nativism, while discarding some of the least tenable propositions of each.…”

mentioning

confidence: 99%

“…The two research communities even concentrate on different aspects of spatial cognition. Newcombe (2002a) divided her review of spatial cognition into two main areas, navigation and mental rotation. The study of normative development has concentrated largely on navigation (with some exceptions), beginning in infancy with the study of search for objects hidden in the environment.…”

mentioning

confidence: 99%

“…In the second section ("The Whats of Spatial Development"), we expand on the typology offered in the first section, also touching on issues that relate to the study of individual differences and our ability to assess them. We next offer an overview of the recent study of spatial development ("The Nature of Normative Development in Early Spatial Behavior"), concentrating on the contrast between the Spelke and Kinzler (2007) core knowledge perspective and the view of spatial development advanced by Huttenlocher (2000, 2006; see also Newcombe, 2002a). The relevant literature for this section largely centers on infancy and early childhood and mostly concerns behavior in small-scale spaces that are directly experienced rather than presented symbolically using maps or spatial language.…”

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confidence: 99%

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Spatial Development

2016

The SAGE Encyclopedia of Contemporary Early Childhood Education

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This chapter is a selective review of spatial development, stressing several points. First, we suggest that spatial development can be usefully considered to have two strands: (a) the development of intraobject (or intrinsic) representations along with the ability to transform them (e.g., in mental rotation) and (b) the development of interobject (or extrinsic) representations and the ability to use them to navigate. Second, we argue that both lines of development begin from strong starting points, but also undergo considerable development. They are far from innately specified, nor do they have a modular architecture. Third, we discuss the amplification of spatial skills by human symbolic capabilities, including language, use of maps and models, and gesture. Fourth, we identify areas where research is lacking, most notably the formal description of intraobject skills and the charting of their normative development, the exploration of the sources of individual differences in navigation-relevant skills, and the applications of research to education.

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Spatial Cognition

Cited by 14 publications

References 301 publications

Using geometry to specify location: implications for spatial coding in children and nonhuman animals

Using geometry to specify location: implications for spatial coding in children and nonhuman animals

Imaginal repositioning in everyday environments: effects of testing method and setting

Spatial Development

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