Children's use of geometry and landmarks to reorient in an open space.
Eight experiments tested the abilities of 3-4-year-old children to reorient themselves and locate a hidden object in an open circular space furnished with three or four landmark objects. Reorientation was tested by hiding a target object inside one of the landmarks, disorienting the child, observing the child's search for the target, and comparing the child's performance to otherwise similar trials in which the child remained oriented. On oriented trials, children located the target successfully in every experiment. On disoriented trials, in contrast, children failed to locate the object when the landmarks were indistinguishable from one another but formed a distinctive geometric configuration (a triangle with sides of unequal length or a rectangle). This finding provides evidence that the children failed to use the geometric configuration of objects to reorient themselves. As in past research, children also did not appear to reorient themselves in accord with non-geometric properties of the layout. In contrast to these findings, children successfully located the object in relation to a geometric configuration of walls. Moreover, adults, who were tested in two further experiments, located the object by using both geometric and non-geometric information. Together, these ten experiments provide evidence that early-developing navigational abilities depend on a mechanism that is sensitive to the shape of the permanent, extended surface layout, but that is not sensitive to geometric or non-geometric properties of objects in the layout.
Gouteux
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Centre de Recherche en Neurosciences Cognitives, CNRS, Marseilles, France.
Spelke
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D002657:Child Development; D002675:Child, Preschool; D005260:Female; D006801:Humans; D008297:Male; D008433:Mathematics; D013028:Space Perception; D014796:Visual Perception