Developing symbolic capacity one step at a time |
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Authors: | Huttenlocher Janellen Vasilyeva Marina Newcombe Nora Duffy Sean |
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Affiliation: | University of Chicago, Department of Psychology, 5848 S. University Avenue, Chicago, IL 60637, USA. hutt@uchicago.edu |
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Abstract: | The present research examines the ability of children as young as 4 years to use models in tasks that require scaling of distance along a single dimension. In Experiment 1, we found that tasks involving models are similar in difficulty to those involving maps that we studied earlier (Huttenlocher, J., Newcombe, N., & Vasilyeva, M. (1999). Spatial scaling in young children. Psychological Science, 10, 393-398). In Experiment 2, we found that retrieval tasks, where children indicate the location of a hidden object in an actual space are substantially more difficult than placement tasks, where children put a visible object in a particular location in an actual space. We discuss possible implications of the differential difficulty of retrieval and placement tasks for the understanding of symbolic development. |
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Keywords: | Symbolic development Spatial models |
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