A method for eliciting scale errors in preschool classrooms

Rosengren, Karl S.; Carmichael, Caitlin; Schein, Stevie S.; Anderson, Kathy N.; Gutiérrez, Isabel T.

doi:10.1016/j.infbeh.2009.03.001

Cited by 21 publications

(27 citation statements)

References 5 publications

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“…Children vary substantially in the incidence and perseveration of scale errors with many factors potentially contributing to these differences (Rosengren, Carmichael, Schein, Anderson, & Gutierrez, 2009; Rosengren, Schein, & Gutierrez, ). The aim of this paper is to re‐examine the impact of age on the prevalence of scale errors involving the child's body, and to test for the possibility that they would be related to the development of word knowledge.…”

Section: Introductionmentioning

confidence: 99%

Children's scale errors: A by‐product of lexical development?

Grzyb

Cangelosi

Cattani

et al. 2018

Developmental Science

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Scale errors occur when young children seriously attempt to perform an action on an object which is impossible due to its size. Children vary substantially in the incidence of scale errors with many factors potentially contributing to these differences, such as age and the type of scale errors. In particular, the evidence for an inverted U-shaped curve of scale errors involving the child's body (i.e., body scale errors), which would point to a developmental stage, is mixed. Here we re-examine how body scale errors vary with age and explore the possibility that these errors would be related to the size and properties of children's lexicon. A large sample of children aged 18-30 months (N = 125) was tested in a scale error elicitation situation. Additionally, parental questionnaires were collected to assess children's receptive and expressive lexicon. Our key findings are that scale errors linearly decrease with age in childhood, and are more likely to be found in early talkers rather than in less advanced ones. This suggests that scale errors do not correspond to a developmental stage, and that one determinant of these errors is the speed of development of the linguistic and conceptual system, as a potential explanation for the individual variability in prevalence.

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Section: Introductionmentioning

confidence: 99%

Children's scale errors: A by‐product of lexical development?

Grzyb

Cangelosi

Cattani

et al. 2018

Developmental Science

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“…Recent studies have shown that the scale error is a robust phenomenon that can be observed in daily life. Indeed, children commit scale errors in experimental situations, in preschool classrooms, and at home when playing with miniature objects, such as a doll or tool (DeLoache et al, 2004, 2013; Ware et al, 2006, 2010; Brownell et al, 2007; Rosengren et al, 2009; Casler et al, 2011). …”

Section: Introductionmentioning

confidence: 99%

Understanding Why Children Commit Scale Errors: Scale Error and Its Relation to Action Planning and Inhibitory Control, and the Concept of Size

Ishibashi

Moriguchi

2017

Front. Psychol.

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Scale error is a phenomenon where young children attempt to perform inappropriate actions on miniature object without considering the actual size of the object. The present study examined two hypotheses on what factors contribute to the occurrence of scale errors, focusing on the following possible factors: action planning and inhibitory control, and concept of size. Thus, we hypothesize that scale errors derived from either immaturity of their action planning and inhibitory control abilities or understanding of size concepts. The results revealed that the concept of size was significantly negatively associated with the occurrence of scale errors. However, action planning and inhibitory control were not significantly associated with the occurrence of scale errors. These results suggest that scale errors may arise from a misunderstanding of size concepts.

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“…The second goal of our study was to determine the shape of the function of scale errors with age (here training epochs), as the literature reports inverted-U shape curves with a peak at 20 -24 (DeLoache et al, 2004;Ware et al, 2010), while others showed a linear decrease from infancy to 40 months (Brownell et al, 2007;Grzyb et al, 2018;Rosengren, Carmichael, et al, 2009) The third aim of our simulations was to examine the influence of object naming on the number of scale errors. The acquisition of object names has important consequences for the children's conception of objects, as it influences the way they categorize and individuate objects (e.g., Balaban & Waxman, 1997).…”

Section: Discussionmentioning

confidence: 99%

“…Some studies show an inverted-U shape development with the peak of scale errors occurring at 20-24 months and their disappearance by 30 months (DeLoache et al, 2004;Ware et al, 2010), while others showed a linear decrease from infancy to 40 months (Brownell et al, 2007;Grzyb et al, 2018;Rosengren, Carmichael, et al, 2009). Some studies show an inverted-U shape development with the peak of scale errors occurring at 20-24 months and their disappearance by 30 months (DeLoache et al, 2004;Ware et al, 2010), while others showed a linear decrease from infancy to 40 months (Brownell et al, 2007;Grzyb et al, 2018;Rosengren, Carmichael, et al, 2009).…”

Section: Research Highlightsmentioning

confidence: 98%

Children’s scale errors are a natural consequence of learning to associate objects with actions: A computational model

Grzyb

Nagai

Asada

et al. 2018

Developmental Science

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Young children sometimes attempt an action on an object, which is inappropriate because of the object size-they make scale errors. Existing theories suggest that scale errors may result from immaturities in children's action planning system, which might be overpowered by increased complexity of object representations or developing teleofunctional bias. We used computational modelling to emulate children's learning to associate objects with actions and to select appropriate actions, given object shape and size. A computational Developmental Deep Model of Action and Naming (DDMAN) was built on the dual-route theory of action selection, in which actions on objects are selected via a direct (nonsemantic or visual) route or an indirect (semantic) route. As in case of children, DDMAN produced scale errors: the number of errors was high at the beginning of training and decreased linearly but did not disappear completely. Inspection of emerging object-action associations revealed that these were coarsely organized by shape, hence leading DDMAN to initially select actions based on shape rather than size. With experience, DDMAN gradually learned to use size in addition to shape when selecting actions. Overall, our simulations demonstrate that children's scale errors are a natural consequence of learning to associate objects with actions. K E Y W O R D Saction selection, computational model, perception-action coupling, scale errors

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A method for eliciting scale errors in preschool classrooms

Cited by 21 publications

References 5 publications

Children's scale errors: A by‐product of lexical development?

Children's scale errors: A by‐product of lexical development?

Understanding Why Children Commit Scale Errors: Scale Error and Its Relation to Action Planning and Inhibitory Control, and the Concept of Size

Children’s scale errors are a natural consequence of learning to associate objects with actions: A computational model

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