Toddlers' representations of space: the role of viewer perspective.
In the present study, we examined how people code object location when an object is hidden in an enclosed space. On object location tasks involving disorientation, viewers must code the location of an object in relation to the spatial environment because they cannot directly track their changing relation to the object. Recently, we showed that viewers also code their perspective relative to the entire space (inside vs. outside) in such tasks. To determine whether viewers code perspective whenever they must locate an object, we examined young children's performance on a task in which coding perspective would be difficult. Our task involved both disorientation and translation (i.e., movement from inside to outside the space or vice versa). When translation preceded disorientation, performance was comparable to performance on tasks with no translation. However, when disorientation preceded translation, performance was at chance. The implications of these findings for location coding are discussed.
Lourenco
Stella F
SF
Department of Psychology, University of Chicago, 5848 S. University Ave., Chicago, IL 60637, USA. lourenco@uchicago.edu
Huttenlocher
Janellen
J
Vasilyeva
Marina
M
D001364:Awareness; D002675:Child, Preschool; D003210:Concept Formation; D004193:Discrimination Learning; D005260:Female; D006801:Humans; D007092:Imagination; D007223:Infant; D008297:Male; D008570:Memory, Short-Term; D009949:Orientation; D010470:Perceptual Masking; D011340:Problem Solving; D011601:Psychophysics; D013028:Space Perception