On the validity and robustness of the scale error phenomenon in early childhood

DeLoache, Judy S.; LoBue, Vanessa; VanderBorght, Mieke; Chiong, Cynthia

doi:10.1016/j.infbeh.2012.10.007

Cited by 17 publications

(30 citation statements)

References 14 publications

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“…The children were divided into four age groups: 21 children aged 16–20 months ( M = 19.0 months, SD = 1.2, 15 males, six females), 14 children aged 21–25 months ( M = 23.0, SD = 1.6, seven males, seven females), 14 children aged 26–31 months ( M = 28.0, SD = 1.9, eight males, six females), and five children aged 32–37 months ( M = 35.0, SD = 1.5, two males, three females). These age ranges were selected based on a previous study (DeLoache et al, 2013: Experiment 3). Among the 54 participants, the data of one child’s bar task was excluded due to fussiness.…”

Section: Methodsmentioning

confidence: 99%

“…We adopted the coding criteria used by DeLoache et al (2013): (a) The child attempted to perform part or all of the action as if he or she were using the child-sized object. (b) The child touched an appropriate body part(s) to the appropriate part(s) of the miniature object, for example, the child’s foot touched the slide’s stairs.…”

Section: Methodsmentioning

confidence: 99%

“…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%

“…Although the previous studies demonstrate that children commit scale errors (DeLoache et al, 2004, 2013), few experimental research thus far has examined potential factors that involved in the production of scale errors. The present study aimed to experimentally examine what factors contribute to the occurrence of a scale error.…”

Section: Introductionmentioning

confidence: 99%

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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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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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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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“…These action errors can be referred to as body scale errors, when children act on an object which has an inappropriate size to accommodate for their body (e.g., Brownell, Zerwas, & Ramani, 2007; DeLoache, LoBue, Vanderborght, & Chiong, 2013;DeLoache, Uttal, & Rosengren, 2004). Examples include children attempting to sit in a tiny chair, put doll shoes on their own feet or get inside small cars.…”

Section: Introductionmentioning

confidence: 99%

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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