Development in children's representations of transformations and movements |
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| Affiliation: | 1. MNR Key Laboratory for Geo-Environmental Monitoring of Great Bay Area & Guangdong Key Laboratory of Urban Informatics & Shenzhen Key Laboratory of Spatial Smart Sensing and Services, Shenzhen University, 518060 Shenzhen, China;2. College of Civil and Transportation Engineering, Shenzhen University, 518060 Shenzhen, China;3. Department of Land Surveying and Geo-Informatics, The Hong Kong Polytechnic University, Kowloon, Hong Kong, China;4. Department of Marine and Geosciences, Rosenstiel School of Marine and Atmospheric Sciences, University of Miami, Miami, Florida, USA;5. School of Architecture & Urban Planning, Shenzhen University, 518060 Shenzhen, China;6. Laboratory of Radar Remote Sensing, School of Geosciences and Info-Physics, Central South University, Changsha 410083, China;7. Key Laboratory of Metallogenic Prediction of Nonferrous Metals and Geological Environment Monitoring, Central South University, 410083 Changsha, China;8. School of Geology Engineering and Geomatics, Chang''an University, Xi''an, Shaanxi, China;9. School of Science and Engineering, Tokyo Denki University, 350-0394 Saitama, Japan;10. Beijing Institute of Spacecraft System Engineering, China Academy of Space Technology, Beijing 100094, China;11. Graduate School of Science and Technology, Tokushima University, Tokushima, Japan;1. PG & Research Department of Chemistry, Indian Arts and Science College, Kondam, Tamil Nadu, India;2. PG & Research Department of Chemistry, Arignar Anna Government Arts College, Cheyyar, Tamil Nadu, India |
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| Abstract: | This study tested the hypothesis that fourth-grade children tend more than first-grade children to represent transformations as ordered series of beginning, middle, and end states. On 15 different tasks, children were presented an object state constructed by the experimenter (e.g., a ball of clay or a pipe cleaner bent in the shape of an arc) and told to construct one or two other object states that “go best with” the experimenter's state(s). These instructions allowed children to choose the basis upon which to relate their states to the experimenters'. Fourth-graders predominantly constructed states that were components of continuous movements or transformations, whereas first-graders predominantly constructed states that related to the experimenters' on the basis of figural features. In a second phase of the procedure, we re-presented the states made by children and asked them to reconstruct the associated experimenter-constructed states from memory. As predicted, memory was better for children who spontaneously integrated states in transformations or movements than for children who related states on the basis of perceptual features. The results were discussed in relation to similar findings in other cognitive domains. |
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