2012
DOI: 10.1155/2012/427364
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Spatial Language and Children’s Spatial Landmark Use

Abstract: We examined how spatial language affected search behavior in a landmark spatial search task. In Experiment 1, two- to six-year-old children were trained to find a toy in the center of a square array of four identical landmarks. Children heard one of three spatial language cues once during the initial training trial (“here,” “in the middle,” “next to this one”). After search performance reached criterion, children received a probe test trial in which the landmark array was expanded. In Experiment 2, two- to fou… Show more

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Cited by 16 publications
(34 citation statements)
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“…Another crucial way to subdivide allocentric reasoning is by the richness of the representation, remembering a target location relative to one landmark versus many. Here we present new data and new models to further probe a key question from previous work [21, 26–30]: do children use multiple landmarks to encode a target location allocentrically? How does this tend to change across development?…”
Section: Introductionmentioning
confidence: 90%
See 3 more Smart Citations
“…Another crucial way to subdivide allocentric reasoning is by the richness of the representation, remembering a target location relative to one landmark versus many. Here we present new data and new models to further probe a key question from previous work [21, 26–30]: do children use multiple landmarks to encode a target location allocentrically? How does this tend to change across development?…”
Section: Introductionmentioning
confidence: 90%
“…Previous developmental studies have asked which kinds of cues allow access to allocentric recall at different points in development (e.g. coincident cues [14], beacons [15], proximal landmarks [16, 17], distal landmarks [15, 16], salient landmarks [18], unstable landmarks [19], language [20, 21], transparent boundaries [22], and geometric relations [14, 2325]). Another crucial way to subdivide allocentric reasoning is by the richness of the representation, remembering a target location relative to one landmark versus many.…”
Section: Introductionmentioning
confidence: 99%
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“…The combination of geometric and landmark cues is easy for adults but not for children. The addition of spatial language seemed to aid in the ability for adults to perform successfully on navigation tasks (Ankowski, Thom, Sandhofer, & Blaisdell, 2012). Young children have not fully developed their use of spatial language so they must rely specifically on the combination of cues.…”
Section: Navigation In Adultsmentioning
confidence: 99%