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Environmental-Scale Map Use in Middle Childhood: Links to Spatial Skills, Strategies, and Gender

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Bibliographic Details
Title: Environmental-Scale Map Use in Middle Childhood: Links to Spatial Skills, Strategies, and Gender
Language: English
Authors: Liben, Lynn S., Myers, Lauren J., Christensen, Adam E.
Source: Child Development. Nov-Dec 2013 84(6):2047-2063.
Availability: Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Peer Reviewed: Y
Page Count: 17
Publication Date: 2013
Document Type: Journal Articles
Reports - Research
Descriptors: Children, Map Skills, Spatial Ability, Gender Differences
DOI: 10.1111/cdev.12090
ISSN: 0009-3920
Abstract: Researchers have shown that young children solve mapping tasks in small spaces, but have rarely tested children's performance in large, unfamiliar environments. In the current research, children (9-10 years; N = 40) explored an unfamiliar campus and marked flags' locations on a map. As hypothesized, better performance was predicted by higher spatial-test scores, greater spontaneous use of map-space coordinating strategies, and participant sex (favoring boys). Data supported some but not all hypotheses about the roles of specific spatial skills for mapping performance. Data patterns were similar on a computer mapping task that displayed environmental-scale videos of walks through a park. Patterns of children's mapping errors suggested both idiosyncratic and common mapping strategies that should be addressed in future research and educational interventions.
Abstractor: As Provided
Entry Date: 2014
Accession Number: EJ1025368
Database: ERIC
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Abstract:Researchers have shown that young children solve mapping tasks in small spaces, but have rarely tested children's performance in large, unfamiliar environments. In the current research, children (9-10 years; N = 40) explored an unfamiliar campus and marked flags' locations on a map. As hypothesized, better performance was predicted by higher spatial-test scores, greater spontaneous use of map-space coordinating strategies, and participant sex (favoring boys). Data supported some but not all hypotheses about the roles of specific spatial skills for mapping performance. Data patterns were similar on a computer mapping task that displayed environmental-scale videos of walks through a park. Patterns of children's mapping errors suggested both idiosyncratic and common mapping strategies that should be addressed in future research and educational interventions.
ISSN:0009-3920
DOI:10.1111/cdev.12090