title: A method for eliciting scale errors in preschool classrooms.
abstract: Six preschool classrooms, containing children between the ages of 4.0 and 40.0 months, were seeded with miniature items to examine how easily scale errors could be elicited. Observations occurred over a period of 3 months, with a total of 280 min of observations per classroom. A concealed observer documented all interactions with the miniature items. A total of 93 scale errors occurred, with a higher frequency committed by the younger children. These results confirm findings from previous research and suggest that scale errors can be effectively elicited in a preschool classroom. Our approach may provide a useful method for systematically studying the factors that influence scale errors.
authors.affiliation: Department of Psychology, Northwestern University, 2029 Sheridan Road, Evanston, IL 60208, USA. k-rosengren@northwestern.edu
authors.forename: Karl S
authors.initials: KS
authors.lastname: Rosengren
authors.forename: Caitlin
authors.initials: C
authors.lastname: Carmichael
authors.forename: Stevie S
authors.initials: SS
authors.lastname: Schein
authors.forename: Kathy N
authors.initials: KN
authors.lastname: Anderson
authors.forename: Isabel T
authors.initials: IT
authors.lastname: Gutiérrez
mesh_terms: D000375:Aging; D000704:Analysis of Variance; D002657:Child Development; D002675:Child, Preschool; D003071:Cognition; D005260:Female; D006801:Humans; D007223:Infant; D008297:Male; D013028:Space Perception