Developing spatial localization abilities and children's interpretation of where

Journal of Child Language
Elena NicoladisMelissa Gates

Abstract

Two-year-old children often start asking questions with where. In this study we test whether children understand where to mean route or absolute location and whether the size of the space or elevation made a difference. Previous research has documented developmental changes over the preschool years in children's non-verbal spatial reasoning. Forty-eight children between two and five years of age were interviewed. We asked them to point in response to where questions about an object, rooms on the same floor and on a different floor. All children pointed to the location of the hidden objects. The youngest children pointed to the route to rooms while the oldest children were more likely to point to the location of rooms. With age, the children gradually used more spatial location terms than deictic terms in response to where. These results suggest that children's meaning of where initially differs for different sized spaces and developmental changes reflect non-verbal cognition.

References

Feb 1, 1981·Journal of Child Language·L McCune-Nicolich
Mar 19, 1999·Developmental Psychology·E NicoladisF Genesee
May 16, 2001·Memory & Cognition·J M PlumertP Nichols-Whitehead
Oct 5, 2001·Journal of Experimental Child Psychology·A E LearmonthJ Huttenlocher
Jul 9, 2003·Journal of Child Language·Elena LievenMichael Tomasello

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Citations

Jan 25, 2014·Research in Developmental Disabilities·Mark Guiberson, Barbara L Rodriguez

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