A method for eliciting scale errors in preschool classrooms.
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.
Rosengren
Karl S
KS
Department of Psychology, Northwestern University, 2029 Sheridan Road, Evanston, IL 60208, USA. k-rosengren@northwestern.edu
Carmichael
Caitlin
C
Schein
Stevie S
SS
Anderson
Kathy N
KN
Gutiérrez
Isabel T
IT
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