The classic model room task: A symbol that doesn’t measure symbolism

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作者

Catherine Sayer¹ , Martin Doherty¹

1. University of East Anglia

会议/活动

Lancaster Conference on Infant & Early Child Development, August 2022 (Lancaster, United Kingdom)

海报摘要

This poster compares performance on a classic hiding game, using a room and its scale model, with pre-school children’s abstract spatial ability and understanding of mental representation. We found performance on the classic Model Room task only related to spatial abilities, potentially important in later science and mathematics education.

关键词

Spatial correspondence, Model room task, False belief task, Theory of mind

研究领域

Psychology and Behavioral Sciences

参考文献

1. DeLoache, J. S. (1987). Rapid change in the symbolic functioning of veryyoung children. Science, 238(4833), 1556–1557. https://doi.org/10.1126/science.2446392
2. Sayer, C. M., & Doherty, M. J. (2023). Understanding of spatial correspondence does not contribute to representational understanding: Evidence from the model room and false belief tasks. Developmental Psychology. 59(5), 976–986. https://doi.org/10.1037/dev0001508

基金

暂无数据

补充材料

暂无数据

附加信息

利益冲突

No competing interests were disclosed.

数据可用性声明

The datasets generated during and / or analyzed during the current study are available from the corresponding author on reasonable request.

知识共享许可协议

Copyright © 2023 Sayer et al. This is an open access work distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.