Learning to map: strategy discovery and strategy change in young children.
A series of microgenetic experiments was conducted to examine the role of experience on 2.5- to 5-year-old children's discovery of spatial mapping strategies. With experience, 3- to 4-year-olds discovered a strategy for mapping corresponding locations that shared both featural and spatial similarities. When featural and spatial correspondences were placed in conflict, requiring children to negotiate both object-centered and location-centered mapping possibilities, 4- to 5-year-olds proved capable of discovering a novel mapping strategy, abandoning an ineffective strategy, and generalizing the acquired strategy across analogous tasks. Upon examining the mechanisms underlying developmental differences in strategy discovery and strategy change, the author observed that 3 key components contributed to the children's spatial mapping skills: encoding locations within each space, noticing a potential analogy between spaces, and detecting precise mapping correspondences.
Chen
Zhe
Z
Department of Human and Community Development, University of California, Davis, Davis, CA, USA. zhechen@ucdavis.edu
D002675:Child, Preschool; D005260:Female; D006801:Humans; D007858:Learning; D008297:Male; D008377:Maps as Topic; D013028:Space Perception